The White gap in culturally relevant pedagogy towards integrity: An autoethnography of White racial identity

<p>It has been over two decades since the theory of culturally relevant pedagogy (CRP) was posed by Ladson-Billings (1995), yet little has changed in the lives of Black students and students of color. Across the literature, researchers revealed many White teachers lack awareness of self and others. This qualitative analysis utilized the narrative form and process of autoethnography to examine how my White racial identity evolved across context and time and how this racial identity impacted my teaching practice. This study began with journal entries of significant cultural experiences and events I recalled from early childhood, adolescence, and adulthood. I critically reflected upon how I made meaning throughout the various stages of my development while examining the complexity of my intersecting social identities, which resulted in a new understanding of my Whiteness.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2021

Author dc:creator

• Weingust, Kelly

Contributors dc:contributor

• Sylvia Jones, Ph.D.
• Shawn Quilter, Ph.D.
• Alane Starko, Ph.D.

• autoethnography
• critical race theory
• culturally relevant pedagogy
• race
• racial identity
• whiteness
• Education
• Educational Psychology
• Psychology

Repository record dc:identifier

https://commons.emich.edu/theses/1103

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2485