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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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Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 4 |
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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| 5 |
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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| 6 |
French Muslim Youth’s Perception of their Cultural Identity in a Post-Charlie Hebdo Reality in the 19th Arrondissement.
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In: FIU Electronic Theses and Dissertations (2021)
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| 7 |
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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| 8 |
Divergent Values: A Family Critical Race Theory Analysis of Families of Color and Their Perceptions of Teachers and Teaching as a Profession
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In: Taboo: The Journal of Culture and Education (2021)
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| 9 |
Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
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In: Theses and Dissertations (2021)
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| 10 |
"Playing the Game": A Case Study of Latinx Leaders in an Agricultural Youth Organization
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In: Theses and Dissertations--Community & Leadership Development (2021)
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| 11 |
Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education
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In: Educational Considerations (2020)
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| 12 |
“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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| 13 |
Exploring the Experiences of High School Syrian Refugee Students with Interrupted Formal Education and their Teachers in ELD Classrooms
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In: Electronic Thesis and Dissertation Repository (2020)
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| 14 |
The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students
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In: Theses, Dissertations and Capstones (2019)
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Abstract:
It is obvious that there is a variety of perspectives that the educational environment needs to sensitively reflect to serve a diverse society equitably. In Southern communities, in particular, distortions of heritage are conflated with local governance that control public money, public memory, public value, public health, and public landscape, including the public school environment and marginalizes further historically marginalized groups. This qualitative study was grounded in critical race and cultural geography theories that examined dominant paradigms in the educational environment which shape identity. This dissertation explored the effect(s) of race and racism in the educational environment from the perspective of Black educators, including me. It paid particular attention to our perceptions of the effects of school names on our experience as students and educators. The purpose of this study was to discover how Black educators, as professionals and students, experience(d) what they perceive(d) to be symbolic capital, symbolic resistance and/or symbolic violence through schools named after individuals, in particular those sympathetic to the Confederacy and slavery, or prominent Blacks, and whether they have found ways to manage the impact of schools’ names for themselves and their students. The findings of the study were related to tenets of critical race theory and themes of cultural geography. Black educators perceived and experienced schools named for prominent Blacks as symbolic capital and a catalyst to create critical race curricula that highlighted the achievements of Blacks despite racism in America. Schools named for prominent Blacks were instrumental in challenging the dominant perspectives about Black inferiority by dispelling stereotypes and emphasizing social justice. The findings were that Black educators perceived and experienced schools named for White supremacists and Confederates as symbolic violence that could not be used to enhance curricula, or create a positive school culture around the ideals of the namesakes. As a trifecta for White supremacy, the names simultaneously solidified the permanence of racism, amplified the systemic racism that produced inequitable educational outcomes for Black students, and were racial microaggressions causing socio-emotional disruption for Black teachers and their students who grappled with educational leadership’s decisions to maintain the names.
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Keyword:
and Multicultural Education; Bilingual; Black Educators; Critical Race Theory; Cultural Geography; Education; Educational Leadership; Multilingual; Race and Ethnicity; Racism; Social and Behavioral Sciences; Social and Philosophical Foundations of Education; Social justice. Racism in education. Educational equalization. African American educators.; Sociology; Sociology of Culture; Symbolic Capital/Resistance/Violence; White Supremacy
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URL: https://mds.marshall.edu/cgi/viewcontent.cgi?article=2229&context=etd
https://mds.marshall.edu/etd/1225
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| 15 |
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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| 16 |
Centering Preservice Teachers of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2019)
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| 17 |
Revealing the Resistant Capital of Cambodian Youth: Using Photovoice as a Tool for Advocacy and Policy Change
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In: Journal of Southeast Asian American Education and Advancement (2019)
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| 18 |
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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| 19 |
Teaching for Equity: A Case Study of Teachers’, Vice Principals’, and Principals’ Perspectives in Three High-Poverty Elementary Schools in Ontario, Canada
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In: Electronic Thesis and Dissertation Repository (2019)
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| 20 |
Critical race theoretical composition pedagogy and its effects
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In: Graduate Theses and Dissertations (2018)
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