DOCSLIB.ORG

A Critical Race and Critical Whiteness Theory Analysis of Preservice Teachers' Racialized Practices in a Literacy Across the Curriculum Course

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Critical Race and Critical Whiteness Theory Analysis of Preservice Teachers' Racialized Practices in a Literacy Across the Curriculum Course Syracuse University SURFACE Dissertations - ALL SURFACE December 2014 A Critical Race and Critical Whiteness Theory Analysis of Preservice Teachers' Racialized Practices in a Literacy Across the Curriculum Course Kathleen Cullen Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Arts and Humanities Commons Recommended Citation Cullen, Kathleen, "A Critical Race and Critical Whiteness Theory Analysis of Preservice Teachers' Racialized Practices in a Literacy Across the Curriculum Course" (2014). Dissertations - ALL. 190. https://surface.syr.edu/etd/190 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The purpose of this qualitative study was to explore the racialized practices enacted by seven preservice teachers while they participated in a university-based literacy across the curriculum course that included a school-based tutoring component. Research questions asked: 1) what racialized practices were enacted by preservice content-area teachers when they participated in a required literacy across the curriculum course that included one-on-one tutoring of youth at an urban secondary school, and 2) how did preservice content-area teachers’ backgrounds contribute to their racialized practices? This study drew on the premises of critical race theory and critical whiteness theory to define racialized practices. The study began with these theories’ assumptions that race is an important social construction in U.S. society that is used to position people hierarchically, especially oppressing people of color. Racialized practices are ways of acting, speaking, and teaching that construct race as important. These practices include colorblindness, essentializing, and microaggression, as well as culturally responsive teaching, a positive racialized practice grounded in students’ funds of knowledge and intended to counter more oppressive practices. Data sources included transcripts from semi-structured interviews, field notes from classroom and tutoring observations and various course and tutoring related artifacts such as the course syllabus, lesson plans, unit plans and written reflections. Data were analyzed first, using a reflexive, constant comparative approach to gain insights into participants’ rhetoric and actions. Second, data were reconsidered to delineate racialized practices. The racialized practices of the preservice teachers involved in this literacy study were categorized as relationship-focused or instructionally-focused. Although all participants enacted both positive and negative racialized practices, relationship-focused participants tended to exhibit qualitatively different practices compared to the instructionally-focused participants. Regardless of their orientation, when participants shared their view of whether race mattered in education, the mostly White participants spoke predominantly of the significance of other people’s races and not their own race. Racialized practices that were consistent with culturally-based pedagogies included intentionally nurturing relationships with students at the tutoring site, talking about ways to help students understand and negotiate the culture of power that is dominant in educational institutions including higher education and cautioning preservice peers that they need to be cognizant not to advance stereotypes. Racialized practices that reflected participants’ deficit thinking about their tutees, as well as their own discomfort in talking about racial issues included the enactments of racial microaggressions, distancing strategies and White talk. This study provides new insights into how preservice teachers’ racialized practices shape and are shaped by the racial hierarchy that continues to exist in schools. Findings have implications for school professionals, teacher educators and researchers who are interested in identifying and disrupting racialized literacy practices that may be harmful to students. Additionally, this study suggests that further exploration is needed to understand how race is implicated in relationship-focused literacy teaching, content-focused literacy teaching and students’ engagement in learning across the curriculum. A CRITICAL RACE AND CRITICAL WHITENESS THEORY ANALYSIS OF PRESERVICE TEACHERS’ RACIALIZED PRACTICES IN A LITERACY ACROSS THE CURRICULUM COURSE by Kathleen A. Cullen B.S., SUNY Oswego, 1981 M.S., SUNY Oswego, 1984 C.A.S., SUNY Oswego, 2001 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education Syracuse University December 2014 Copyright © Kathleen A. Cullen 2014 All Rights Reserved DEDICATION I dedicate this dissertation to my niece and my father. To my niece, I hope the world becomes a more socially just place. To my dad who passed away before I completed my dissertation, I want you to know that I did it! v ACKNOWLEDGEMENTS Although my name appears prominently on the cover of this doctoral dissertation document, this product is the result of a great many people. First, I would like to acknowledge and thank my doctoral dissertation chair, Dr. Kathleen Hinchman, and my dissertation committee members, Dr. Marcelle Haddix and Dr. Barbara Applebaum, for their mentorship and support throughout this process. I would also like to thank Ms. Becky Freeman and Ms. Isabelle Glod for their constant support and guidance. In addition, I would like to thank my doctoral student friends whom I met at Syracuse University - some of whom have already attained their doctoral degree - and some of whom are still in the doctoral degree pipeline. I would like to especially thank Dr. Kristen Munger who was a never ending cheerleader and mentor throughout this process. Lastly, I am extremely grateful to the professor who graciously welcomed me into the literacy across the curriculum course to collect my data, and to Ann, Eden, Helen, Josh, Kristen, Randy and Rufus, who volunteered to be part of this important work. I am grateful as well to the principal, staff and students at the urban middle school where the tutoring sessions took place. vi TABLE OF CONTENTS Chapter One ............................................................................................................................. 1 Rationale ...................................................................................................................... 2 This Study ....................................................................................................... 9 Significance of the Current Study.................................................................. 9 Overview of Chapters ............................................................................................... 10 Chapter Two: Literature Review .......................................................................................... 12 Teacher Education and the Racialized Practices of Preservice Teachers .............. 12 Teacher Education and Race ........................................................................ 12 Preservice Teachers’ Perspectives Toward Teaching Students of Color...14 Teacher Educators’ Efforts to Address Preservice Teachers’ Perspectives Toward Race ................................................................................................. 19 Multicultural Education ................................................................... 20 Culturally Relevant Pedagogy ......................................................... 23 Culturally Responsive Teaching ..................................................... 24 Culturally Sustaining Pedagogy ...................................................... 27 Field Experiences ............................................................................. 27 Summary ....................................................................................................... 30 Literacy Teaching and Racialized Practices ............................................................ 31 Evolution of Literacy Across the Curriculum Preservice Teachers’ Education ....................................................................................................... 31 Multicultural Literacy Education ................................................................. 34 Culturally Responsive Literacy Pedagogy .................................................. 35 vii Culturally Sustaining Literacy Pedagogy .................................................... 36 Summary ....................................................................................................... 36 Theoretical Frameworks .......................................................................................... 37 Critical Race Theory .................................................................................... 39 Critical Whiteness Theory ........................................................................... 43 Conclusion ................................................................................................................ 47 Chapter Three: Method ......................................................................................................... 50 Settings ...................................................................................................................... 50 University Classroom .................................................................................
Load more

Recommended publications
  • Navigating Black Identity Development: the Power of Interactive Multicultural Read Alouds with Elementary-Aged Children
    education sciences Article Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children Rebekah E. Piper College of Education and Human Development, Texas A&M University-San Antonio, San Antonio, TX 78224, USA; [email protected] Received: 9 April 2019; Accepted: 23 April 2019; Published: 18 June 2019 Abstract: Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement. Keywords: critical literacy; Civil Rights; Black identity; children 1. Introduction The central question addressed by the Supreme Court during the Brown v. Board of Education of Topeka, Kansas (1954) [1] was whether the segregation of children in public schools based on their race, deprived minoritized children of equal educational opportunities when everything else was equal [2–4]. This question has been, and continues to be, answered in the negative, as evidenced in an educational system in which Children of Color are repeatedly reported to have lower reading and numeracy scores in comparison to their white peers. In 2003, Education Trust, Inc. reported that, nationally, fourth-grade African-Americans fell behind their white peers in reading.
    [Show full text]
  • The Role of Children's Racial Identity and Its Impact on Their
    THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION by Lisa Mekia McDonald Dissertation Committee: Professor Felicia Moore Mensah, Sponsor Professor Denise Mahfood Approved by the Committee on the Degree of Doctor of Education Date: ___________________________________February 12, 2020 Submitted in partial fulfillment of the requirements of the degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION Lisa Mekia McDonald Racial identity plays an important role in the development of children’s narratives. In the structure of the classroom there is a disconnect for students between home and school. The structure of the classroom consists of the social relationships that children have with their peers and teachers. The structure of the classroom also includes how the classroom is set up for learning, such as the curriculum. Racial identity is also a valuable aspect in the construction of knowledge as children learn science. Racial identity is not often addressed with young children and science. Young children need to be able to see themselves in science regardless of their own race or ethnicity. Critical race theory (CRT) was used to examine and situate the context of race with children’s identity. Sociocultural theory was used to describe their process of learning. The participants of this study included 10 children in grades 3 through 5 who attended a diverse urban school located in New York City and their parents (10 parents). A qualitative approach was used to allow both children and parents to share their perspectives on their experience with science and difficult topics that pertain to race and/or skin color.
    [Show full text]
  • From Theory to Practice in a Critical Race Pedagogy Classroom Van T
    i.e.: inquiry in education Volume 9 | Issue 1 Article 3 2017 In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, [email protected] Follow this and additional works at: http://digitalcommons.nl.edu/ie Recommended Citation Lac, Van T.. (2017). In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom. i.e.: inquiry in education: Vol. 9: Iss. 1, Article 3. Retrieved from: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Copyright © 2017 by the author(s) i.e.: inquiry in education is published by the Center for Practitioner Research at the National College of Education, National-Louis University, Chicago, IL. Cover Page Footnote I would like to thank the following individuals for offering me critical feedback on this manuscript: Kim Bancroft, Gwen Baxley, Margarita Bianco, Carolyn Kelley, Andy Hatcher, and Pete Miller. This article is available in i.e.: inquiry in education: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Lac: In Real Time In Real Time From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, San Antonio, USA Introduction I enter this teacher action research project with an interest in studying how I, as a high school teacher, developed a critical race pedagogy (CRP) curriculum for students in an out-of-school context. My intrigue with race started at an early age growing up in Oakland, California, where my classmates were primarily of African American, Central American, and Southeast Asian descent. As a Southeast Asian student in Oakland schools, even with 100% students of color in my classes, my teachers in school rarely talked about race or racism.
    [Show full text]
  • Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy
    City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2021 Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy Lindsey Albracht The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4285 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] BEYOND AUTHORIZATION: TOWARD ABOLITIONIST TRANSLITERACIES ECOLOGIES AND AN ANTI-RACIST TRANSLINGUAL PEDAGOGY by LINDSEY ALBRACHT A dissertation submitted to the Graduate Faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 ©2021 LINDSEY ALBRACHT All Rights Reserved ii Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. __________________ ______________________________________ Date Amy J. Wan Chair of Examining Committee _________________ _____________________________________ Date: Kandice Chuh Executive Officer Supervisory Committee: Mark McBeth Jessica Yood THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht Advisor: Amy J. Wan This project explores the recent paradigm shift within Writing Studies toward a translingual approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy.
    [Show full text]
  • Friday, November 16
    FRIDAY, NOVEMBER 16 7:00–7:45 A.M. v First-Timers’ Welcome GRAND BALLROOM A Set your alarm so you don’t miss Ernest Morrell this event we’re holding just for you! Join first-time attendees and NCTE leaders for an informative session to kick off your NCTE annual convention experience. You’ll have the opportunity to hear from NCTE members Ernest Morrell and Donalyn Miller as well as connect with other NCTE members. The special gathering provides an opportunity for you to gain quick tips and strategies that will expand your knowledge of NCTE and your professional network. Donalyn Miller 56 2018 NCTE ANNUAL CONVENTION PROGRAM FRIDAY GENERAL SESSION 8:00–9:15 A.M. v Students Raising Their Voices GENERAL ASSEMBLY THEATRE ABC Presiding: Antero Garcia, Stanford University, CA FRIDAY Kristin Ziemke, Big Shoulders Project, Chicago, IL Friday’s General Session will be fast and full of energy. This session will be a celebration of students who are using their voices to change the world and will be facilitated by NCTE Antero Garcia members Antero Garcia and Kristin Ziemke. Seven students ages 11 to 21 will share their passions with attendees. Speakers at this session include students who have created movements or organizations, raising their voices to create change. Kristin Ziemke Andrea Cipriani Mecchi Andrea Marley Dias Alex King Xiuhtezcatl Martinez Social activist behind Student advocate Indigenous climate activist #1000blackgirlbooks for gun reform and hip-hop artist Sara Abou Rashed Zephyrus Todd Olivia Van Ledjte Jordyn Zimmerman Inspirational multilingual Student and social Reader, thinker, and Avid speaker and poet and author media creator kids’ voice believer advocate for all students 20182018 NCTE NCE ANNUAL CONVENTION PROGRAM 57 C SESSIONS / 9:30–10:45 A.M.
    [Show full text]
  • Representations of Black Characters in Children's Literature: a Product Of
    Gardner-Webb University Digital Commons @ Gardner-Webb University Education Dissertations and Projects School of Education 5-2018 Representations of Black Characters in Children’s Literature: A Product of Histories, Ideologies, Narratives, Depictions, Politics, and Laws Annie Calloway Follow this and additional works at: https://digitalcommons.gardner-webb.edu/education_etd Part of the Education Commons Recommended Citation Calloway, Annie, "Representations of Black Characters in Children’s Literature: A Product of Histories, Ideologies, Narratives, Depictions, Politics, and Laws" (2018). Education Dissertations and Projects. 298. https://digitalcommons.gardner-webb.edu/education_etd/298 This Dissertation is brought to you for free and open access by the School of Education at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in Education Dissertations and Projects by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please see Copyright and Publishing Info. Representations of Black Characters in Children’s Literature: A Product of Histories, Ideologies, Narratives, Depictions, Politics, and Laws By Annie Elizabeth Calloway A Dissertation Submitted to the Gardner-Webb University School of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Gardner-Webb University 2018 Approval Page This dissertation was submitted by Annie Elizabeth Calloway under the direction of the persons listed below. It was submitted to the Gardner-Webb University School of Education and was approved in partial fulfillment of the requirements for the degree of Doctor of Education at Gardner-Webb University. ________________________________ _________________ Mary Beth Roth, Ed.D. Date Committee Chair ________________________________ _________________ Kelly Clark, Ed.D. Date Committee Member ________________________________ _________________ Trinette Atri, M.A.
    [Show full text]
  • Urban Teaching Residency Master's (EDTF) 1
    Education - Urban Teaching Residency Master's (EDTF) 1 EDTF 505 Methods: 7-12 English A EDUCATION - URBAN This course is designed for preservice and working educators and is intended to weave theory into practice. In this data and standards TEACHING RESIDENCY driven climate, educators are often hit with buzzwords instead of solid theory and solid pedagogy. The framework for the course is to provide a MASTER'S (EDTF) foundation in theory and then explores how that theory works within and against existing practices in schools. We will be reflecting on practice These courses are only available to students in the Urban Teaching and designing and redesigning lessons and units based on theory and Residency program. best practices for adolescent literacy. This course is an overview of the theory and pedagogy needed for effective English language arts EDTF 503 Methods: Elementary A instruction. Prerequisite: Enrollment in Urban Teaching Residency This course is designed to enhance literacy and mathematics instruction Program. that engages all students as readers, thinkers and sense makers. In Taught by: n/a this course, we will explore the interrelationship of language, literacy, Course usually offered in fall term numeracy, and culture, and will co-construct a knowledge base for Also Offered As: EDTC 505 understanding how children learn. We will also develop and practice new Activity: Lecture routines for teaching literacy and mathematics that build on students 1.0 Course Unit interests, curiosities, and informal knowledge. Throughout the course, EDTF 506 Methods: 7-12 General Science/Biology A you will be encouraged to critically reflect on continually develop your The purpose of this class is to introduce secondary science teachers teaching practice.
    [Show full text]
  • 2020 Legislative Report
    2020 LEGISLATIVE REPORT 2020 LEGISLATIVE REPORT A PUBLICATION OF THE WASHINGTON ASSOCIATION OF SCHOOL ADMINISTRATORS 825 Fifth Avenue SE | Olympia, WA 98501 | 360.943.5717 or 800.859.9272 | www.wasa-oly.org 2020 Session Overview Dan Steele, Assistant Executive Director, Government Relations The 2020 Legislative Session, the second-year session of the 66th Biennial Session, was another rollercoaster ride. Educators entered the session with somewhat low expectations, especially regarding funding. Growth in state Table of Contents revenues, while continuing to climb above forecasts, was beginning to show clear signs of slowing. In addition, forecasts also predicted substantial, required 2020 Session Overview ........................................... 1 Maintenance Level costs (required spending to provide currently authorized services, including adjustments—up or down—in caseloads or enrollment and 2020 Supplemental Operating Budget: other mandatory expenses, such as inflation). It appeared much of the available ESSB 6168 ........................................................ 13 revenue would be off the table to address entitlement expenditures before the Budget Details: K–12 Enhancements ............... 17 game even began—and regardless of available revenues, legislators tend to shy Budget Details: Compensation .......................... 26 away from significant increases in a supplemental budget year. Budget Details: State Agency Adjustments ....... 27 Additional Details .............................................. 27 On top of the budget realities, legislators continued to suffer from the so-called “McCleary fatigue.” It was a frustrating, phantom illness, with no basis in reality, 2020 Supplemental Capital Budget: but it continued to cloud budget discussions. There is clear evidence in the 2019– ESSB 6248 ........................................................ 36 21 Operating Budget adopted last year that legislators have shifted their focus Education-Related Bills away from K–12 education—a shift that was expected to (and did) continue.
    [Show full text]
  • Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom
    The Journal of the Assembly for Expanded Perspectives on Learning Volume 24 2018-2019 Article 4 6-2019 Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom Mara Lee Grayson California State University Follow this and additional works at: https://trace.tennessee.edu/jaepl Part of the Creative Writing Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Educational Psychology Commons, English Language and Literature Commons, Instructional Media Design Commons, Liberal Studies Commons, Other Education Commons, Special Education and Teaching Commons, and the Teacher Education and Professional Development Commons Recommended Citation Grayson, Mara Lee (2019) "Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom," The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 24 , Article 4. Available at: https://trace.tennessee.edu/jaepl/vol24/iss1/4 This Essay is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in The Journal of the Assembly for Expanded Perspectives on Learning by an authorized editor. For more information, please visit https://trace.tennessee.edu/jaepl. JAEPL, Vol. 24, 2019 Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom Mara Lee Grayson Abstract: In order to develop pedagogies around racial literacy, we must first define the goals and bounds of racial literacy as praxis. In this paper, I synthesize the find- ings of a year-long teacher research project to explore the significance of racial liter- acy in the college composition classroom.
    [Show full text]
  • Visuality of Race in Popular Culture: Teaching Racial Histories and Iconography in Media
    e Interdisciplinary Journal of Popular Culture and Pedagogy Visuality of Race in Popular Culture: Teaching Racial Histories and Iconography in Media Joni Boyd Acuff The Ohio State University Columbus, Ohio, USA [email protected] Amelia M. Kraehe University of Arizona Tucson, Arizona USA [email protected] ABSTRACT The repetition of racist imagery from historical to contemporary popular culture is indicative of a lack of visual culture education among artists, designers, and other creative cultural producers working today. This paper addresses the dearth of resources for teaching visual codes and conventions of racial iconography that are recycled in popular media and contribute to the fabrication of racial differences, maintenance of racial hierarchies, and normalization of white supremacist ideology. Inspired by Critical Race Theory in art and visual culture education, the essay proposes teaching tactics and sites/sights that can support students in developing visual understandings of race in popular culture and the practices of racialized looking it invites. Because popular culture is contested terrain, students can learn to be race-conscious consumers of popular culture today. A deeper awareness of visual codes and conventions can foster critical interpretations and creative responses to popular racial constructions. We suggest key vocabulary for scaffolding dialogue and counter-visual strategies for deconstructing racial images and practices of looking. Keywords: race, representation, popular culture, art, visual culture, racial literacy, critical race theory Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy 1 Acuff & Kraehe VISUALITY OF RACE IN POPULAR CULTURE: TEACHING RACIAL HISTORIES AND ICONOGRAPHY IN MEDIA In February 2019, the world-renowned designer brand, Gucci, marketed an $890 stark black wool turtleneck.
    [Show full text]
  • MIAMI UNIVERSITY the Graduate School
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Vanessa Grace Winn Candidate for the Degree DOCTOR OF PHILOSOPHY ______________________________________ Brittany Aronson, Director ______________________________________ Lisa Weems, Director ______________________________________ Thomas Poetter, Reader ______________________________________ Katherine Batchelor, Graduate School Representative ABSTRACT CRITICAL LITERACY BOOK CLUB: MAKING SENSE OF CRITICAL LITERACY AND DIVERSE, SOCIAL ISSUES PICTUREBOOKS WITH PRESERVICE TEACHERS by Vanessa G. Winn The purpose of this research inquiry was to understand how preservice teachers, in the social engagement of a book club meeting, understand critical literacy and narrate their positionalities. The research question asked are (1) How does a critical literacy book club serve as a social space for preservice teachers to construct critical literacy? And (2) How do preservice teachers narrate their positionality while participating in a critical literacy book club reading social issues picturebooks? A case study method bounded the scope of this research to the book club session meetings and all participants involved. The data produced from the case study which utilized post-structural frameworks on critical literacy was analyzed qualitatively using three rounds of coding: categorizing, in vivo coding, and conceptual coding to determine themes that answer the research questions. The findings suggest that preservice teachers benefit from familiarizing themselves with socio-cultural content in texts, personally engaging with the texts in conversation, and supporting one another when discussing texts. Critical literacy was primarily understood as traditional reading. Also discussed is how preservice teachers responded differentially to representations of social identity differences in the texts and in turn constructed their own and others’ positionality.
    [Show full text]
  • Ethical Awakenings: Stories of White Male Educators’ Commitment To
    Ethical Awakenings: Stories of White Male Educators’ Commitment to Social Justice and the Interruption of Privilege by Bryan Stephany Bachelor of Science in Business Administration, Geneva College, 2002 Master of Arts in Higher Education, Geneva College, 2007 Submitted to the Graduate Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2019 UNIVERSITY OF PITTSBURGH School of Education This dissertation was presented by Bryan Stephany It was defended on November 13, 2019 and approved by Dr. Greg Loving, Faculty, University of Cincinnati, Department of Philosophy Dr. Michael Quigley, Robert Morris University, Department of Organizational Leadership Dr. Noreen Garman, Professor, Administrative and Policy Studies Dissertation Advisor: Dr. Michael Gunzenhauser, Associate Professor and Associate Dean, Administrative and Policy Studies ii Copyright © by Bryan Stephany 2019 iii Ethical Awakenings: Stories of White Male Educators’ Commitment to Social Justice and the Interruption of Privilege Bryan Stephany, PhD University of Pittsburgh, 2019 This study is an anti-racist counter-story of white male educators’ commitments to social justice and their attempts at interrupting privilege. The author uses a qualitative methodological approach to unite personal narrative essay and phenomenological interviewing to collate narratives around the exploration of whiteness and power. At the heart of the project is a deep interest in seeking an ethic that fosters a social
    [Show full text]