Faculty Publications

The Absence of Black Boy Joy: The Real Experts Are Students and Their Parents

Document Type

Book Chapter

Keywords

Affective spiritual intersectional disablism, Arts-based research, Black boy joy, Case study, Disproportionality, Spiritual paradigm, Womanist theology and pedagogy

Journal/Book/Conference Title

Springer International Handbooks of Education

Volume

Part F910

First Page

745

Last Page

770

Abstract

Pooty started school at 5 but faced seclusion within 3 months, leading to distress until his parents intervened. This situation highlights systemic biases against Black boys in special education, often ignoring parental insights (Mayes, The unteachables: Disability rights and the invention of Black special education. University of Minnesota Press, 2023). We explore two key questions: (1) How does Pooty feel about his experiences with special and general education? (2) What strategies do Pooty and his mother, Joyce, employ to heal from the harms associated with their intersecting identities of race and disability? Using qualitative methods grounded in womanist theology, affective spiritual intersectional disablism, and a spiritual paradigm, this study centers their voices and experiences. Through a case study design and arts-based methods, we investigate the systemic nature of their challenges rather than situational factors. Data sources include personal relationships, past publications, and various multimedia. Our findings reveal themes of parental frustration, systemic racism, and inadequate support, advocating for equitable educational practices that respect Black family expertise.

Department

Department of Social Work

Department

Department of Educational Foundations and Professional Experiences

Original Publication Date

9-16-2025

DOI of published version

10.1007/978-3-031-60258-0_36

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