We Were There Too Learning From Black Male Teachers in Mississippi About Successful Teaching of Black Students

Applying culturally relevant and social justice – oriented notions of teaching and learning and a criti-cal race theory (CRT) analysis of teacher preparation in the United States, this study examines the oral life histories of two Black male teachers recognized for their successful teaching of Black students. These histories provide us with a venue for identifying thematic patterns across the two teachers ’ edu-cational philosophies and pedagogical practices and for analyzing how these teachers ’ respective per-sonal and professional experiences have influenced their individual and collective approaches to teaching and learning. Submit a response to this article Submit online at democracyeducationjournal.org/home Read responses to this article onlin