Edited by: Na'ilah Suad Nasir, Jarvis R. Givens, Christopher P. Chatmon
Afterword by: Tyrone C. Howard, Pedro A. Noguera
Publication Date: December 28, 2018
Series: Multicultural Education Series
"We Dare Say Love" takes up the critically important issue of what it means to educate Black male students in a large urban district. It chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District, following a small group of Black male educators who changed district policy and practice to create a learning experience for Black boys rooted in love. The book takes readers inside the classrooms and inside the heads and hearts of program founders, leaders, and instructors to understand their pedagogy of care. It also elucidates the rituals, beliefs, and practices that created a classroom environment that held high expectations for the engagement and achievement of Black boys and provided a space for Black male students to blossom.
Na’ilah Suad Nasir is the president of the Spencer Foundation and a faculty member (on leave) at the University of California, Berkeley. Jarvis R. Givens is an assistant professor at the Harvard Graduate School of Education and the Suzanne Young Murray Assistant Professor at the Radcliffe Institute for Advanced Study. Christopher P. Chatmon serves as deputy chief of equity for the Oakland Unified School District (OUSD) and was named as a "Leader to Learn From" by Education Week magazine.
"This book offers an anti-deficit, anti-essentialist perspective of Black males’ performance in schools and gives nuance to the stark realities that young men face—some thriving, some struggling, some making progress, others seeking a place to be recognized for their full human potential."
— from the afterword by Tyrone C. Howard, professor of education, UCLA
“We Dare Say Love represents a powerful model of a school-district–wide initiative to support the healthy development of Black males. The chapters capture the multiple dimensions of collaborations and partnerships required for such systemic change, one of which is a fundamental wrestling with the metanarratives in the United States and elsewhere around the Black body and in particular the Black male. Love itself is unrelenting in its commitment to sustainability, is adaptive to the needs of those we love, and is sustained over time. We see that in how parents embody the love for their children. The initiative documented in this commanding volume serves as an exemplar of possibilities. We can all learn revealing lessons of struggle and victory from the chapters of this volume.”
—Carol D. Lee, Edwina S. Tarry Professor of Education and Social Policy, Northwestern University
Series Foreword by James A. Banks
Chapter 1. We Dare Say Love: Black Male Student Experiences and the Possibilities Therein
Jarvis R. Givens and Na'ilah Suad Nasir
Chapter 2. The Roots and Routes of Oakland's African American Male Achievement Initiative (AAMA)
Shawn Ginwright, Christopher P. Chatmon, and Gregory Hodge
Chapter 3. Love Works: Manhood Development Classes and the Pedagogy of Black Male Instructors
Na'ilah Suad Nasir and Jarvis R. Givens
Chapter 4. The Khepera Curriculum and the Transformative Educator: A Dual Approach to Engaging, Encouraging, and Empowering African American Boys
Chapter 5. What It Means to Do This Work: The Voices of Manhood Development Program (MDP) Instructors and "Politicized Care"
Maxine McKinney de Royston and Sepehr Vakil
Chapter 6. My AAMA Journey: Teaching and Leading in Service of Young Kings
Chapter 7. It Makes Me Feel Like I'm A Monster: Navigating Notions of Black Damage in This Work
Patrick Johnson and David Philoxene
Chapter 8. The Heart of the Matter: Recruitment and Training of MDP Instructors
Chapter 9. Ties That Bind: Forging Black Girl Space in the Black (Male) Educational "Crisis"
kihana miraya ross
Chapter 10. A View from the Inside: Reflections on the Work
An Interview with Christopher P. Chatmon
Afterword: But We Are Not All The Same! Unpacking the Layers of Black Male Situations and Circumstances
Tyrone C. Howard
Afterword: Lessons from the Town: Implementing a New Approach to the Education of African American Male Students In Oakland
Pedro A. Noguera
About the Contributors
Professors: Request an Exam Copy
Print copies available for US orders only. For orders outside the US, see our international distributors.