Dissertations, Theses, and Capstone Projects

Date of Degree

2-2025

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor

Wendy Luttrell

Advisor

Michelle Fine

Committee Members

Gene Fellner

Subject Categories

Art Education | Curriculum and Instruction | Elementary Education | Language and Literacy Education

Keywords

Elementary, Black Boys, Freedom Dreams, Education, Arts Based Research, Critical Literacy, Racial Literacy

Abstract

The work conducted in this research builds on the work of many who have also worked to provide a platform to illuminate the voices of Black folks, especially Black boys. This research is not the first to make the case that Black boys are as fully human as anyone else, and yet they have internalized the white gaze, even as they are proud of their blackness, their color, their race, their culture. However, there exists limited research with Black boys in elementary school, particularly before the 5th grade (before 10 years of age).

This project was about freedom dreaming—a collective resistance. It was designed to gain insight into the ways in which Black boys imagine a New World as well as how they would use their imagination to lead society to the visualization and embodiment of love and creativity, rather than rationality, to understand the ways in which they want to reconstruct their social worlds and their relationships within them. It is within and through the imaginations of these young Black boys that freedom dreams will critically problematize the world in which they are socialized.

In pursuit of the objectives, a descriptive literature review breaking down the responsive practices designed to challenge white supremacy resist anti-Blackness while honoring Black history and culture—namely, culturally sustaining pedagogy, critical literacy, and racial literacy—was conducted. It further develops recommendations for creating the space for Black boys to reflect on both their love for being black and their sentiments toward and understanding of the injustices that come with being Black. The findings of this work illuminate the freedom dreams, voices, and lives of Black boys through art-based critical literacy that is empowering, agentic, resisting, and liberating.

Continuous and intentional re-reading of the transcripts and the boys’ writings and drawings made it clear that here was more to uncover with what the boys were trying to express about what it means to be a young Black boy in America. The knowledge of the Blackness the boys had been carrying in their bodies before my work with them that summer moves beyond conversations with their families. They are not colorblind or ignorant about social justice issues, especially racism. The data I collected from the boys show that from their awareness and body of knowledge, they collectively, as a community, do not feel they live in a just and fair society.

My work is a continuation of the work of those who came before me. It is my hope to return this to them, as they have gifted their work to us to learn from, grow from, and love from.

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