Understanding Curriculum in Context: Using Currere to Explore the Perceptions
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UNDERSTANDING CURRICULUM IN CONTEXT: USING CURRERE TO EXPLORE THE PERCEPTIONS, ATTITUDES AND PRACTICES OF WHITE TEACHERS IN CLASSROOMS WITH AFRICAN AMERICAN STUDENTS A Dissertation by JENNIFER LOUISE MILAM Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2008 Major Subject: Curriculum and Instruction UNDERSTANDING CURRICULUM IN CONTEXT: USING CURRERE TO EXPLORE THE PERCEPTIONS, ATTITUDES AND PRACTICES OF WHITE TEACHERS IN CLASSROOMS WITH AFRICAN AMERICAN STUDENTS A Dissertation by JENNIFER LOUISE MILAM Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Co-Chairs of Committee, G. Patrick Slattery, Jr. Kathryn McKenzie Committee Members, B. Stephen Carpenter, II Patricia J. Larke Head of Department, Dennie Smith December 2008 Major Subject: Curriculum and Instruction iii ABSTRACT Understanding Curriculum in Context: Using Currere to Explore the Perceptions, Attitudes and Practices of White Teachers in Classrooms with African American Students. (December 2008) Jennifer Louise Milam, B.S., Texas Tech University; M.Ed., Texas A&M University Co-Chairs of Advisory Committee: Dr. G. Patrick Slattery, II Dr. Kathryn McKenzie As a careful look into the daily lived experiences of teachers in today’s schools, the overarching purpose of this study was to seek a clearer understanding of how race may be reflected in the construction of teachers’ perceptions and practices. More specifically, the intent was to understand the relationship between the selected White teachers’ perceptions of themselves as White educators, their perceptions of the African American students they teach, and their teaching practices. Further, this research also sought to explore the potential and possibilities for engaging currere, as defined in Pinar’s 1976 work, as a method of study in educational research. With this in mind, this study was not only a journey to explore the complexities in classrooms of selected White teachers and their African American students; it also became a complicated process of iv self-excavation and deconstruction of myself, a former White teacher of African American students. A qualitative methodology, guided by critical epistemologies was used. The researcher, acted as participant observer. The research included four components: teacher interviews, classroom observations, informal dialogue, and teacher reflection. Four significant instructional practices and interactions emerged from classroom observations that seemed to reflect the relationship between selected White teachers’ perceptions of themselves and the African American students they teach. These were: (1) overcorrection and inconsistent (re)direction, (2) failure to engage, (3) isolation and dismissal, and (4) lowered expectations and lesser curriculum. While the research in education has identified similar themes and practices, when viewed in and through the context of currere, a greater complexity in classrooms with White teachers and African American students is exposed. Currere holds that each of us is a manifestation of our past and that in order to realize any semblance of meaningful, authentic progress in the future, each of us must first examine our past, our perceptions and our ways of knowing and being in the world. Currere offers us a method by which to begin this journey – as individuals, as a collective society, and certainly as teachers. v DEDICATION To my best friend, soul mate, and husband, John, a remarkable man who brings out the best in me. Your unwavering support, generous patience, and unconditional love have made this work possible. To my children, Alexandra Nicole and Keith Oliver. You are the light of my life, the joy in my heart, and my greatest accomplishments. To Rodderick, Timothy and Ometrius, three of my third grade students at Hancock Elementary. Thank you for teaching me how to be a better person and teacher. You are the inspiration for this work. You are Every Child. vi ACKNOWLEDGEMENTS You must be the change you wish to see in the world. --Mahatma Ghandi Each member of my committee has contributed in a profound way to my work and my understanding of what it means to be a conscientious scholar, a committed activist, and a compassionate human being. Dr. Patrick Slattery, a brilliant intellectual and mentor. Always unwavering in his support, enthusiasm, and encouragement – even as the years passed – I could always count on his being there, no matter what time of day or where he might be. Dr. Kathryn McKenzie, a remarkable woman and incredible teacher. She taught me more about being a woman, an academic, and a committed public school advocate than anyone. Dr. Steve Carpenter, a gifted artist and treasured confidante - always just a phone call, email, text message or IM away. He taught me that the race is much more important than the finish line and that the life one lives should be a model for others. Dr. Patricia Larke, always a critical and thorough voice. She held me to the highest of standards, pushed me when I needed to be pushed, and consistently offered a strong, decisive eye on my work. I also want to thank Dr. Jim Scheurich, a gifted professor who mentored and nurtured me in my quest to become an academic. You all helped to make this work possible, and I will forever be grateful for you and what you have brought to my life. I want to thank all of my dear friends and family who supported me in this journey. While pursuing this degree has been complex and challenging, I appreciate your steadfast support in helping me realize my dream of completing the Ph.D. In particular, I vii want to thank Heather Miller for understanding what it means to be a mommy and a doc student and always offering a listening ear to work through the difficult times and share in the tiniest and most precious of celebrations along the way – all soon to be four of them! Thank you to Dr. Carol Stuessy, who for so long held me close and nurtured me and then set me free to spread my wings. Her influence in my life will never fade. To Mitzi Kaufman, a free-spirited and bold woman – she honored me with her friendship and shared with me her passion for living. To my parents, Mary Floyd and Jim Parrott, who taught me to believe in myself and encouraged me to follow my dreams – thank you for always loving me and for always being proud. To my mother- and father-in-law, Charlotte and Oliver Milam, who so graciously traveled half-way across the country to be with us and our children when we needed them most and always loved me as one of their own. Finally, to Jessica and Marissa, my sweet and dear sisters, whose love and encouragement have meant the world to me – thank you for being the truest examples of loyalty and devotion. I want to especially thank the six participants in this research. They are dedicated teachers who not only shared their time and their classrooms with me but also allowed themselves to be vulnerable and open to critique. Without their candor and commitment, this research would not have been possible. viii TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION ......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi TABLE OF CONTENTS ......................................................................................... viii LIST OF TABLES ................................................................................................... x CHAPTER I INTRODUCTION: IMPORTANCE OF THE RESEARCH ............... 1 Literature Review ........................................................................... 4 Definition of Terms ........................................................................ 10 Methodology .................................................................................. 11 Limitations ..................................................................................... 15 Conclusions .................................................................................... 16 II THEORETICAL FRAMEWORK ....................................................... 19 Curriculum as Currere ................................................................... 19 The Significance of Race in Education .......................................... 22 Teaching as Raced .......................................................................... 25 Teaching as Gendered .................................................................... 28 African American Education and Experiences .............................. 30 White Racial Identity ..................................................................... 34 Educational Attainment and Achievement – National and State Trends .............................................................................. 37 III METHODOLOGY ............................................................................... 40 Epistemological Frame ................................................................... 41 Participant and Site Selection ......................................................... 47 Research Design and Data Collection ............................................ 50 Data Analysis ................................................................................