{"id":48,"date":"2025-09-17T14:44:11","date_gmt":"2025-09-17T14:44:11","guid":{"rendered":"https:\/\/blogs.edgehill.ac.uk\/educational-insights\/?p=48"},"modified":"2025-09-17T14:44:39","modified_gmt":"2025-09-17T14:44:39","slug":"black-male-student-voices-and-literature-stories-that-refuse-silence","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/educational-insights\/2025\/09\/17\/black-male-student-voices-and-literature-stories-that-refuse-silence\/","title":{"rendered":"Black Male Student Voices and Literature: Stories That Refuse Silence"},"content":{"rendered":"\n

At the 2025 Improving Life Chances and Making Hope Possible Through Education<\/em><\/a> conference, hosted by Edge Hill University\u2019s Faculty of Education, I presented findings from my research on Black Caribbean male students\u2019 experiences with the GCSE literature curriculum. My conference presentation, Beyond the Page: Literature as a Catalyst for Identity and Resistance<\/em><\/a>, introduces the methodological innovation of composite sonic counter-narratives (Sol\u00f3rzano and Yosso, 2002<\/a>) \u00a0developed to disseminate research data in ways that are relational, authentic, engaging and accessible. Guided by Critical Race Theory (CRT) (Delgado, R. and Stefancic, J., 2023<\/a>; <\/strong>Gillborn, 2024<\/a>; <\/strong>Ladson-Billings, 2021<\/a>)<\/strong>, narrative inquiry (Clandinin and Connelly, 2000<\/a>) and dialogic narrative analysis (Frank, 2012<\/a>), my study exposes the structural architecture of racism embedded within policies, curricula and everyday interactions, revealing ways in which systemic inequities shape students\u2019 experiences, identities and opportunities for success.<\/p>\n\n\n\n

Since the Gove-era reform in the 2010s (Institute for Government, 2022<\/a>), Eurocentric texts dominate literature classrooms, silencing or distorting the voices and experiences of marginalised students (Elliott et al., 2021<\/a>). In response to this phenomenon, the collective use of CRT and narrative approaches enable the creation of sonic counter-storytelling spaces. These are methodological environments inspired by the traditions of Griots and Griottes, West African oral historians, storytellers and knowledge-keepers who, for centuries, have preserved community memory and cultural identity through narrative, song and performance (Hale, 2007<\/a>). Extending the legacy of ancient African storytelling tradition, composite sonic storytelling re-sounds words and experiences \u2013 securing spaces where students can safely reclaim their stories, voice cultural knowledge, challenge stereotypes and dominant discourses, and construct new understandings of themselves. By reclaiming oral storytelling as a legitimate and powerful mode of knowledge production, this study transcends the limitations of written dissemination, employing sonic forms of output that amplify marginalised voices while foregrounding authenticity, emotional resonance, and relationality within education research. This method of dissemination disrupts the oppressive logic of the GCSE literature curriculum, simultaneously recentring students\u2019 agency through the stories I tell with them, not for them.<\/p>\n\n\n\n

The composite sonic counter-narratives are crafted using the direct words of Black Caribbean male students, drawn from one-to-one narrative interviews. Individual quotes are carefully woven together to form a collective voice. These narratives illuminate ways in which race, identity and power shape students\u2019 perceptions and interpretations of literature as well as their lived experiences. In their reflections, participants illuminate the enduring echo of historical depictions of \u2018otherness\u2019 within the GCSE literature curriculum, an ideology intricately woven into their lived realities. By critically engaging with Victorian representations of \u2018otherness\u2019 embedded within canonical texts such as The Strange Case of Dr. Jekyll and Mr. Hyde<\/em>, the students uncover the persistence of racist ideologies and their intersections with contemporary experiences, exposing enduring struggles with identity, stereotyping, and systemic exclusion. Crucially, the students\u2019 reflections and interpretations challenge dominant readings of the literary canon, reframing racialised texts through critical perspectives to disrupt the assumed neutrality of the curriculum (Ladson-Billings and Tate, 1995<\/a>). Their insights interrogate the operation of the GCSE literature curriculum as a predominantly White framework, a site constructed to centre Whiteness and maintain existing power structures (Dixson et al., 2016<\/a>). The voices within the counter-narratives make clear that The Strange Case of Dr. Jekyll and Mr. Hyde<\/em> is not simply a story about good and evil, morality or science, but one that is inextricably entwined with race, belonging and societal control \u2013 inviting us to reconsider how literature reflects and reinforces contemporary power structures.<\/p>\n\n\n\n

Ultimately, the students\u2019 interpretations reposition The Strange Case of Dr. Jekyll and Mr. Hyde<\/em> as an allegory for racial identity, resistance and survival. Through sonic counter-narratives, their voices refuse silence \u2013 disrupting canonical interpretations, confronting racialised ideologies embedded in the curriculum, and exposing persistent Victorian fears of \u201cotherness\u201d in contemporary schooling. By inviting audiences to hear \u2013 not just read their insights, this study challenges us to reimagine classrooms as spaces where students need not conceal their identity in the pursuit of belonging, but as environments where they can see themselves, hear themselves and know their stories matter. It calls on educators, researchers, policymakers and the wider public to listen differently, teach differently and imagine differently.<\/p>\n\n\n\n

To delve deeper into the research findings and to experience the students\u2019 voices, access the poster and composite sonic counternarrative, Unmasking Dr. Jekyll and Mr. Hyde<\/a>, now available on Figshare<\/a>.<\/p>\n\n\n\n

Biographical statement<\/strong><\/p>\n\n\n\n

Keisha-Ann Stewart is a PhD researcher and Graduate Teaching Assistant at Edge Hill University. Her doctoral research explores the experiences of Black Caribbean male students with the literature texts studied at Key Stage 4, examining how these experiences influence their engagement, interpretation, and academic response within English classrooms in England. Her work is grounded in a strong commitment to equity, inclusion, and culturally responsive teaching. Follow her work on ORCID https:\/\/orcid.org\/0000-0001-5090-5287<\/a> and LinkedIn at Keisha-Ann Stewart | LinkedIn<\/a><\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Clandinin, D.J. and Connelly, F.M. 2000. Narrative Inquiry: Experience and Story in Qualitative Research<\/em>. San Francisco: Jossey-Bass (Wiley).<\/p>\n\n\n\n

Delgado, R. and Stefancic, J. 2023. Critical race theory: An introduction<\/em>. 4th edn. New York: New York University Press.<\/p>\n\n\n\n

Dixson, A. D., Rousseau-Anderson, C. K., & Donnor, J. K. (Eds.) 2016 Critical Race Theory in Education: All God\u2019s Children Got a Song<\/em>, 2nd edn. New York: Routledge.<\/p>\n\n\n\n

Edge Hill University. 2025. Conference: Improving life chances and making hope possible through education<\/em>, Faculty of Education. Edge Hill University, Ormskirk, 16\u201317 July 2025. Available at: https:\/\/www.edgehill.ac.uk\/event\/improving-life-chances-and-making-hope-possible-through-education\/<\/a> (Accessed: 22 August 2025)<\/p>\n\n\n\n

Diversity in Literature in English Schools<\/em>. London: Penguin Books UK and The Runnymede Trust.
Available at: https:\/\/litincolour.penguin.co.uk\/assets\/Lit-in-Colour-research-report.pdf<\/a> (Accessed: 21 August 2025).<\/p>\n\n\n\n

Frank, A. 2012. \u201cPracticing Dialogical Narrative Analysis,\u201d in\u00a0Varieties of Narrative Analysis<\/em>, pp. 33\u201352. Available at: https:\/\/doi.org\/10.4135\/9781506335117.n3<\/a> (Accessed: 20 August 2025).<\/p>\n\n\n\n

Gillborn, D. 2024. White lies: Racism, education and critical race theory<\/em>. London: Routledge.<\/p>\n\n\n\n

Hale, T.A. 2007. Griots and Griottes: Masters of Words and Music<\/em>. Bloomington, IN: Indiana University Press.<\/p>\n\n\n\n

Institute for Government. 2022. The Gove reforms a decade on<\/em>. London: Institute for Government. Available at: https:\/\/www.instituteforgovernment.org.uk\/sites\/default\/wp-content\/uploads\/sites\/429\/publications\/gove-reforms-decade-on.pdf<\/a>\u00a0 (Accessed: 18 August 2025).<\/p>\n\n\n\n

Ladson-Billings, G. 2021. A scholar\u2019s journey: Critical race theory and education<\/em>. New York: Teachers College Press.<\/p>\n\n\n\n

Ladson-Billings, G., and Tate, W.F., 1995 ‘Toward a critical race theory of education’, Teachers College Record<\/em>, 97(1), pp. 47\u201368. Available at: https:\/\/journals.sagepub.com\/doi\/10.1177\/016146819509700104<\/a> (Accessed: 20 August 2025).<\/p>\n\n\n\n

Sol\u00f3rzano, D.G. and Yosso, T.J. 2002. \u2018Critical race methodology: Counter-storytelling as an analytical framework for education research\u2019, Qualitative Inquiry<\/em>, 8(1), pp. 23\u201344.
Available at: https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/107780040200800103<\/a> (Accessed: 20 August 2025).<\/p>\n\n\n\n

Stewart, K. 2025. Beyond the page: Literature as a catalyst for identity and resistance<\/em>. Edge Hill University. Poster.
Available at: https:\/\/doi.org\/10.25416\/edgehill.29616704.v1<\/a> (Accessed: 20 August 2025).<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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