Peace and Spirituality: The Boondocks and Navigating Media Perceptions Associated with Black Masculinity

Positive Black male images are too few and far between and the images that are available are often not discussed in the proper context. Hence, this paper examines both curriculum theory and media literacy through a qualitative analysis that sought to answer the question of what is the curriculum of The Boondocks, a U.S. adult animated sitcom based on a comic strip of the same name by looking at the animated series through the lens of critical spirituality and Black masculinity to argue that the series can be understood and used as a curriculum text. The importance of this study is that it allows for a new way of exploring the media text and also a way to examine how critical media literacy and critical spirituality are visible in The Boondocks and subsequent curriculum. Within academic research, specifically educational research, research published that constructs or examines maleness of masculinity has typically been monolithic. Within the Boondocks the author sought to challenge many of the traditional narrative surrounding both black maleness and the communities in which they operate. The narrative proposed in the text includes and extends past stereotypical issues that many African American males endure. One primary purpose of this article is to offer counter arguments to the negative conversations that surround the Boondocks comic and animated series. Considering most arguments about the text stem from the negative images and language critics find in the series. Furthermore, the conversations surrounding anything positive or hopeful, as it pertains to being a black male, are summarily omitted or restructured as a metanarrative by those who have power. This can be visibly recognized in the media when we look at movement like “Black Live Matter.” Moreover, there is an explicit need to examine critical texts and research that seek to use this media text like the Boondocks as an explicit form of curriculum or pedagogical tool. The need for culturally relevant knowledge, pedagogies, practices and text in schools is vitally important.