Border Crossing Brothas: a Study of Black Bermudian Masculinity, Success, and the Role of Community-Based Pedagogical Spaces
DOUGLAS, TY-RON MICHAEL O’SHEA, Ph.D. Border Crossing Brothas: A Study of Black Bermudian Masculinity, Success, and the Role of Community-based Pedagogical Spaces. (2012) Directed by Dr. Camille M. Wilson. 289 pp. Using qualitative research methods and an amalgamation of border crossing theory and postcolonial theory within the context of race, this dissertation study examined how Black Bermudian males form identities, define success, and utilize community-based pedagogical spaces (i.e. barbershops, churches, sports/social clubs, neighborhoods) to cross literal and figurative borders. Drawing on data from 12 Bermudian Black males who were active participants in community spaces, this study challenges educators to consider how the disturbing statistics on Black male failure and the perceived achievement gap between White students and students of color may be influenced by tensions between dominant ideologies of success, the under appreciation of community-based pedagogical spaces by educational stakeholders, and competing conceptualizations of identity, success, and masculinity for Black males. BORDER CROSSING BROTHAS: A STUDY OF BLACK BERMUDIAN MASCULINITY, SUCCESS, AND THE ROLE OF COMMUNITY-BASED PEDAGOGICAL SPACES by Ty-Ron Michael O’Shea Douglas A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2012 Approved by Committee Chair © 2012 Ty-Ron Michael O’Shea Douglas To the memories of Ivy “Ma” Richardson, “Granny Mary” Wilkinson, Henry “Papa” Thomas, Louise “Nana Louise” Jackson, Bernard “Uncle Jack” Jackson, Mandell “Hillside” Hill, Mother Burruss, and Ronald Burruss—men and women whose lives, legacies, and love inspired me to be a border crosser and bridge across time and space.
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