LAUSR

This article draws on a study of black male teachers who teach in primary schools, and aims to contribute to studies of black, Asian and minority ethnic (BAME) teachers. Interviews with 10 participants examine the nexus of professional and social identities and how these are (re)constructed in or by schools. The teachers’ agentic actions provide insight into the intersections of race, ethnicity, gender and class, and point to the ways that social and professional identities are in a constant state of (re)formation as black male teachers traverse (and tiptoe) within and between social and professional contexts. Critical race theory (CRT) and intersectionality explore teachers’ racialized experiences and perceptions of black male primary school teachers. Findings suggest that black male teachers’ agentic actions support them in (re)constructing their professional roles and in the negotiation of their identities in primary schools.