From "Problems" to "Vulnerable Resources:" Reconceptualizing Black Boys with and without Disability Labels in U.S. Urban Schools

Autor/in	Proffitt, William A.
Titel	From "Problems" to "Vulnerable Resources:" Reconceptualizing Black Boys with and without Disability Labels in U.S. Urban Schools
Quelle	In: Urban Education, 57 (2022) 4, S.686-713 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Proffitt, William A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920972164
Schlagwörter	Males; African American Students; Urban Schools; Racial Bias; Social Bias; Barriers; Special Education; Disproportionate Representation; Students with Disabilities; Attitudes toward Disabilities; Critical Theory; Race; Whites; Desegregation Litigation; School Desegregation; At Risk Students; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Racial discrimination; Rassismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Disability; Disabilities; Behinderung; Kritische Theorie; Rasse; Abstammung; White; Weißer; Integrative Schule; National stereotype; Nationales Stereotyp
Abstract	In this article, I propose a critical, alternative framing of Black boys, asserting that Black boys are vulnerable resources rather than problems. Black boys are susceptible to racist and ableist practices and discourses, and they deserve special protection and services in school that do not position them as "in need of repair." Despite the multiple oppressions they face, Black boys are assets to themselves and their communities. I contrast this alternative framing against an existing framing of schooling for Black boys: the dominant, functionalist approach that advances a deficiency narrative. I situate this discussion within the context of urban education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01