Scholar Perspectives

Navigating the Blues: The Resistance and Identity Evolution of Black Male Educators as Shapeshifters in Education

Author: Richard Warren

Published in: Educational Justice Journal, Special Edition — Volume 3, Issue 2 (Spring 2025)

DOI:

10.64262/c2y726

Abstract:

Recent studies have underscored the critical impact of Black male educators on educational outcomes, notably enhancing both student academic performance and their future aspirations(Hart & Lindsay, 2024). Despite their considerable influence, these educators face significant challenges, including a notable underrepresentation in teacher training programs (National Teacher and Principal Survey, 2021) and the highest attrition rates in the educational workforce (Snyder et al., 2014; The Education Trust, 2015). This article centers on those Black male educators who persist in the profession, exploring their resilience and patterns of retention. It delves into their lived experiences and the evolution of their identities within the educational sphere, employing Clyde Woods’ (2017) “blues epistemology” as a conceptual framework. This qualitative approach situates African American identity within a context of resistance to systemic oppression. The article investigates the ways in which these educators navigate their roles, emphasizing the interplay between their identity, resistance , and retention. It seeks to shed light on how these educators continually adapt and reshape their identities in response to the unique challenges and demands they encounter in the educational landscape. By doing so, the article contributes to broader discussions on equity, justice, and liberation in education, offering valuable insights into the mechanisms of resistance and the ongoing journey of identity transformation among Black male educators in the workplace.

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https://edjusticeinstitute.com/wp-content/uploads/2025/06/part-1111.pdf

Citation:
Warren, R. (2025). Navigating the Blues: The Resistance and Identity Evolution of Black Male Educators as Shapeshifters in Education. Educational Justice Journal, 3(2), 1-24.