ABSTRACT
This chapter acts as a corrective of sorts by presenting previously unpublished findings that highlight the author's study participants' pedagogical efforts to empower Black students. In doing so, it helps to provide a more balanced portrait than in his previous works of the narratives of the men in the author's study. In addition, the chapter situates his study participants' narratives within the culturally responsive pedagogical traditions of Black teachers in American K–12 schools. While some accounts described specific practices employed by the men in this study, it overall speaks to culturally responsive pedagogy as a deeper set of beliefs about the intersections of culture and learning. By focusing closely on the role of cultural background, the chapter illuminated study participants' perspectives on the pedagogical affordances of their shared cultural identities and experiences with Black students.
