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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.

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

  • 动态工具书词条

  • 发表日期：

    2025年

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  • Cedric Johnson,
  • Joyce Levingston,
  • Reverend Belinda Creighton-Smith,
  • Scott Ellison,
  • David Hernández-Saca

摘要

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.