Literacy Matters - Vol 21 - Winter 2021

How CanWe Support Black Boys in Reaching Self-Actualization?

by Daneell D. Moore and Sophia B. Tarkhan, Middle Georgia State University and Cooper Carry

Reading Matters Commentary

ABSTRACT —Healthy literacy practices for all children, particularly Black boys, do not begin with the teaching of reading or writing. A prerequisite for teaching literacy is loving, listening, and liberating children’s bodies and minds. When teachers follow these principles, young children have a more significant opportunity to reach their self-actualization and become proficient readers and writers. If we do not implement these principles, we will continue on the path of arrested development, not only intellectually but also socially, emotionally, and physically. [Keywords: Black Boys, literacy, self-actualization, social, emotional] How CanWe Support Black Boys in Reaching Self- Actualization? non-violent six-year-old child and have him arrested. That was one way school personnel have repeatedly handled Black boys, arresting their bodies and/or their minds. An aspiring teacher jokingly stated, you take out a taser and threaten them with it; violence or the threat thereof has been a typical way to handle Black boys. A teacher educator once emphasized that you “discipline, discipline, and discipline them beginning on the first day of school.”These examples characterize ways of handling Black boys. Punitive methods of controlling young children, in particular Black boys, can contribute to more problems (Gregory, Skiba, & Noguera, 2010; Hambacher, 2017; Ladson- Billings, 2011; Monroe, 2005) rather than solving them. The question, How should we handle our Black boys, is the problem. Thus, we propose a new question: How can we support Black boys in reaching self-actualization? We define self-actualization as students reaching their highest literacy potential. Every child comes packed with potential, which includes Black boys. However, many institutionalized practices view them as a potential social threat or a menace to society. We propose that teachers see Black boys as moral, creative, spontaneous, problem solvers who can make a positive difference in our global society (Maslow, 1970). Secondly, we propose teachers use literacy as a vehicle to meet all children’s growth needs to fulfill their highest potential by consciously addressing the needs of one of the most negatively perceived groups, Black males. How should we handle our Black boys ? For over a decade as both a literacy teacher educator and elementary teacher, I, Daneell, have heard versions of this deficit-thinking based question followed by a common theme of responses. A school psychologist advised a first-grade teacher to call the police on a

but also their psychological and self-fulfillment needs met (see Figure 1). He also argues these needs can be met simultaneously rather than sequentially; not everyone needs to fully meet one need before moving along the hierarchy (Maslow, 1987). The aim

is for teachers to see all children as full of potential despite the existence of deficiency needs (basic and psychological needs) that must be addressed.

Figure 1 Maslow’s Hierarchy of Needs (Maslow, 1970)

As an architect, Sophia works closely with school administrators and teachers in designing learning environments informed by Maslow’s lower and upper hierarchy of needs to promote high student engagement. In the architectural sector, the learning space is viewed as the third teacher (Pigozzi and Peterson, 2010), supporting children’s physical, socio-emotional, and intellectual development. In this article, we will address how to meet all children’s needs by recognizing three ways of meeting the needs of Black boys: love, listen, and liberate. Love Love is not just a fluffy, romanticized term but a needed action to be successful in teaching Black boys. According to literacy educator and philosopher Paulo Freire (2005), “It is impossible to teach without the courage to love, without the courage to try a thousand times before giving in. In short, it is impossible to teach without a forged, invented, and well- thought-out capacity to love” (p. 5). Although Freire did not define love, this concept can be viewed in three ways. Be patient, create a sense of belonging, and see good. Patience is to be calm, cool, and collective while suppressing acts of irritability or annoyance. Daneell observed at a school assembly led by Eric Litwin, the author of Pete the Cat , two Black boys who were four years old sitting on an area rug in the school

Maslow’s (1970) hierarchy of needs clearly illustrates all children must have not only their basic needs met (food, water, and safety),

Literacy Matters | Volume 21 • Winter 2021 | 85 |

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