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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 3 |
Book review -The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2021)
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| 4 |
Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
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In: Electronic Theses and Dissertations (2021)
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| 5 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 6 |
For the Culture: The Importance of a Critical Social Theory within the Music Education Classroom
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In: Senior Honors Theses (2019)
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| 7 |
Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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| 8 |
From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History
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In: Education Publications (2018)
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| 9 |
"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education
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In: Journal of Critical Thought and Praxis (2018)
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| 10 |
A Case Study of Black Students' Education and Socialization Since Public School Closure in Prince Edward County Virginia
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In: Doctoral Dissertations and Projects (2017)
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| 11 |
Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
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In: Doctoral Dissertations (2017)
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| 12 |
A Correlational Study of Teacher Demographics and Racial Color-Blindness
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In: Doctoral Dissertations and Projects (2016)
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| 13 |
Nice White men or social justice allies?: Using critical race theory to examine how White male faculty and administrators engage in ally work
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In: Faculty Publications in Educational Administration (2015)
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| 14 |
Healing Our Race-Linked Wounds
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In: Carroy U "Cuf" Ferguson, Ph.D. (2015)
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| 15 |
Reading Queerly in the High School Classroom: Exploring a Gay and Lesbian Literature Course
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In: Doctoral Dissertations (2015)
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| 16 |
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2014)
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| 17 |
Media Literacy and the English as a Second Language Curriculum: A Curricular Critique and Dreams for the Future
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In: Electronic Thesis and Dissertation Repository (2014)
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| 18 |
Our Stories: Inuit Teachers Create Counter Narratives and Disrupt the Status Quo
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In: Electronic Thesis and Dissertation Repository (2014)
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| 20 |
The Voices of Reason: Counterstories of the Urbanization of a Suburban Black School in Georgia
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In: Electronic Theses and Dissertations (2013)
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Abstract:
This inquiry explores the discrepancy of educational opportunities in a Black suburban public school near Atlanta, Georgia. Predominately Black suburban schools in the South have become increasingly similar to Black urban schools. Both Black urban and suburban schools have become places of complacency for teachers and students. There is an incessant fluctuation of teachers and an increase in low expectations for academic success in Black suburban schools. Both Black urban and suburban schools have limited funding while White schools, many times less than ten miles away, experience the benefits of magnet programs, cutting-edge technology and rigorous curricula. Many Black suburban schools mimic the oppressive curriculum of the Black urban schools used and discussed in many studies (Kozol,2001; Kozol, 2005; Kincheloe & Steinberg, 2007). Drawing on the works of critical race theory (Bell, 1992; Rousseau & Dixson, 2006; Douglass Horsford & Grosland, 2013; Decuir and Dixson, 2004), education of Blacks in the South (Morris and Monroe, 2004; Anderson 1988; Siddle-Walker, 1996; Siddle-Walker and Snarey, 2004 ), race (Siddle-Walker and Tompkins, 2004;West, 2001; Steinberg and Kincheloe, 2007; Walker and Snarey, 2004 ), class (Kozol, 2000, 2005; Warikoo and Carter, 2009 ) and commodification (Bowles & Gintis, 1926; Kozol, 1991, 2000, 2005), I examine the issues in Black suburban schools and show how they are related to issues of oppression and disenfranchisement as seen in urban schools. I examine the steps taken by the school and school system to eliminate chances of academic success for Black students in this predominately Black school, which include a lack of funding, a lack of competent and caring teachers, and a lack of materials and educational prospects I use counterstorytelling (Love, 2010; Ladson-Billings, 1999, 2000; Delgado, 1989; Solorzano &Yosso, 2002) and fiction (Connelly, He, & Phillion, 2008; Hurston , 1937; Bell, 2005) to explore the desire for students to find their way to success within a school that expected them to fail. I have fictionalized the characters and the timeline of events, but have maintained the exactitude of the lack of support from the school despite the personal drive of the students.
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Keyword:
and Multicultural Education; Bilingual; Black Students; Counterstorytelling; Critical Race Theory; Curriculum and Social Inquiry; Education of Blacks in the South; ETD; Fiction; Multilingual; Suburban schools
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1891&context=etd
https://digitalcommons.georgiasouthern.edu/etd/901
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