“I Know Why the Caged Bird Sings,” Too: Carceral Logics and Sense of Belonging of Black and Brown Bodies in Education

ABSTRACT

In this essay, I use the singing caged bird as a mental model for addressing carceral logics generally and carcerality in K-12 and higher education, specifically. First, I offer a high-level overview of carceral logics to complement and extend what is offered in other sections of this volume by participating authors. Then, I segue into deeper discussion of three specific carceral logics, made evident through the “caged bird” metaphor: the logic of extraction, the logic of captivity, and the logic of surveillance. A final section synthesizes these points in the context of the existing literature, highlighting implications for future policy, practice, and research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ Inspiration for this paper’s title is drawn from the famous 1969 autobiography by American writer, actress, and poet, Dr Maya Angelou.

² Throughout this paper, the term “folx” is used to avoid gender binaries and to include those who do not identify with heteronormative constructions of gender, sexual orientation, or other axes of identity, in keeping with current research Reinhardt (2011).

³ In prior consulting work, the author has frequently used a training exercise where he says the word “thug” and then asks educators to write down what immediately comes to mind. In 94% of cases, educators listed words associated with race (i.e., black, brown) and gender (i.e., male, boy) or their intersections.

Additional information

Notes on contributors

Terrell L. Strayhorn

Terrell L. Strayhorn, Ph.D., is Provost and Senior Vice President of Academic Affairs at Virginia Union University (VUU), where he also serves aser for the Study of Historically Black Colleges and Universities (HBCUs). An internationally recognized scholar and public intellectual, Professor Strayhorn has consulted with hundreds of schools, colleges, and businesses on sense of belonging, racial equity/diversity, and optimizing student success and performance. He is member of the Children’s Defense Fund’s Freedom Schools Research Advisory Board and serves in editorial roles for Frontiers in Education, Social Sciences & Humanities, and Healthcare. He has published 11 books and over 150 journal articles, chapters, and juried reports.