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The Counternarratives of Black Women Teachers of English to Speakers of Other Languages Dissertation Pr Thriving and Surviving: The Counternarratives of Black Women Teachers of English to Speakers of Other Languages Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Degree in the Graduate School of The Ohio State University By Carlotta Penn, M.A. Graduate Program in Education: Teaching and Learning The Ohio State University 2017 Dissertation Committee: Dr. Valerie Kinloch, Advisor Dr. Timothy San Pedro Dr. Candace Stout Dr. Cynthia Tyson Copyright by Carlotta Penn 2017 Abstract Black women have a legacy of excellence as teachers, administrators, colleagues, and community members in the field of English language education. However, their expertise, perspectives, and voices continue to be underappreciated, under-researched, and therefore, too often unheard. Furthermore, given the ongoing impact of racism as a systemic force shaping U.S. society and the world, due to the global reach of U.S. culture and economy, Black women’s personal and professional lives are necessarily affected. More specifically, Black women are regularly stereotyped and regarded as intellectually, professionally, and aesthetically inferior to their White and male counterparts. Therefore, this dissertation highlights the experiences of Black women teachers of English to speakers of other languages as counternarratives that can “shatter complacency, challenge the dominant discourse on race, and further the struggle for racial reform” (Solórzano and Yosso, 2002, p. 32). Researchers have published important work on the experiences of teachers of color who are Teachers of English to Speakers of Other Languages (TESOL), and of Black women in education, but there is scant literature specifically centering the experiences of Black women in TESOL. Therefore, this dissertation attends to the following research questions: How do race, gender, and racism impact the personal and professional lives of Black women educators in TESOL? How can their counternarratives ii enrich the existing literature that examines relationships among race, gender, and racism for women of color, generally, and Black women educators, specifically? My research is grounded in Critical Race Theory and Black Feminist Epistemology—intellectual traditions that definitively center Black and Black women ways of knowing and coming to know and understand the world, and that are unapologetically oriented toward racial equity and justice for all people. Critical race methodology guided my process of collecting, analyzing, and representing data. I conducted conversational interviews and Internet research during the data collection phase; I spoke with seven women over the course of five months and gathered writings from popular media sources, including Internet blogs, news articles, social media sites, and message boards. I use arts based methods and composite counterstory to analyze and represent the wisdom and experience that my participants shared. Findings indicate that: (a) Black women in TESOL experience gendered racism as a normal aspect of their professional and personal lives, domestically and abroad; (b) Black women in TESOL are highly qualified educators committed to professional excellence; and (c) Black women in TESOL enthusiastically engage in cross cultural work, travel, and lifestyles despite the challenges gendered racism presents. iii Acknowledgements I could not have completed this dissertation study, and my graduate program, without the unwavering support of family, friends, my advisor, Dr. Valerie Kinloch, and my committee members, Dr. Cynthia Tyson, Dr. Candace Stout, and Dr. Timothy San Pedro, To the colleagues who have been down since the beginning, much love. And thank you most especially to the women who shared their time, lives, and stories with me, inspiring me along the way. Peace and Progress. iv Vita Ph.D. in Multicultural and Equity Studies in Education………….…...expected May 2017 Department of Teaching and Learning The Ohio State University, Columbus, OH MA Degree, Comparative Studies: Magna Cum Laude……………………… March 2009 The Ohio State University, Columbus, OH BA Degree, Mass Communication: Magna Cum Laude………………..……… June 2003 Wright State University, Dayton, OH Graduate Research…………………………………………...……….August 2014-present Department of Teaching and Learning The Ohio State University Graduate Teaching Assistant………………………………...…August 2013-August 2016 Department of Teaching and Learning The Ohio State University Publications Kinloch, V., Burkhard, T., & Penn, C. (2017). Beyond School: Examining the Out-of- School Literacies and Counternarratives of Adolescent Learners. In K.A. Hinchman & D.A. Appleman (Eds.), Adolescent literacy: A handbook of practice-based research. NY, Guilford Press. Penn, C., Kinloch, V., & Burkhard, T. (2016). The Languaging Practices and Counternarrative Production of Black Youth. In S. Nichols (Ed.), Educational policy and youth in the 21st century: Problems, potential, and progress. Information Age Publishing. Fields of Study Major Field: Education: Teaching and Learning v Table of Contents Abstract ....................................................................................................................................... ii Acknowledgements ................................................................................................................ iv Vita ................................................................................................................................................ v Publications ............................................................................................................................... v Table of Contents .................................................................................................................... vi Chapter 1: Can I Teach Here? ............................................................................................... 1 The Legacy of Gendered Racism Against Black Women ...................................................... 7 “That Spirit of Independence”: Black Intellectuals on Freedom .................................... 16 A Multicultural Education for Black Students ....................................................................... 21 Theoretical Foundations: Critical Race Theory .................................................................... 23 Defining Tenets of CRT ............................................................................................................................... 26 Critiques of Critical Race Theory ........................................................................................................... 43 Chapter 2: Bridges of Triumph: Black Women Educators Defy the Master Narrative of Deviance .......................................................................................................... 46 “It’s Complicated”: A Disclaimer on the Limits of Exploring Black Womanhood ...... 46 The Legacy of Highly Qualified Black Women Educators .................................................. 49 “Here On This Bridge”: Black Women and the Master Narrative of Deviance ........... 55 vi The Context: White Supremacist Racism and English Language Education ............... 72 Chapter Three: A Transformative Research Process ............................................... 79 Am I Researcher? ............................................................................................................................ 79 Race and Research ......................................................................................................................... 80 Critical Race Methodology ........................................................................................................... 86 Methods: A Socially Just Research Plan for Composite Counterstory Construction 98 Postscript: Measuring Vigor and Value ................................................................................ 115 Chapter Four: Data Presentation—A Composite Counterstory .......................... 116 Writing A/Way: Another Case for Counterstory ............................................................... 116 Womanist Wanderlust: Teaching, Traveling and Serving Cross-Culturally— ........ 120 A Composite Counterstory ........................................................................................................ 120 Act I: The Google Chat .............................................................................................................................. 121 Act II: The Virtual Panel .......................................................................................................................... 126 Act III: The Follow-up Email ................................................................................................................. 150 Act IV: The Reflective Essay .................................................................................................................. 155 Chapter 5: Carry On the Tradition ................................................................................ 164 Preview to Implications: A Brief Review of the Journey ................................................ 167 Theoretical Implications ........................................................................................................... 169 Methodological Implications ................................................................................................... 172 Implications for Praxis .............................................................................................................
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