The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World

<p>As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed people. What is sometimes missing from the discourse when discussing oppressive issues is the role women play in counteracting such subjugation. Also essential, yet missing from the research, are studies that underscore the importance of educators fostering social action change outside of and apart from institutions of learning and curriculum planning. This qualitative study examined the lives of six, nontraditional, female <em>educator</em> <em>intellectuals</em> whose perceptions of self (identity) and the world were transformed by engaging in social change efforts around the globe. Through narrative inquiry, a cross-case analysis of the participants revealed the Connectivity of Transformative Conditions (CTC)- situationality, positionality, self-efficacy, agency, and praxis- illuminating our human capacity to further fracture barriers related to power, class, race, and gender through social change endeavors.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Curriculum and Social Inquiry

Year dc:date.available

2015

Author dc:creator

• Jordan, April D.

Contributors dc:contributor

• Dr. Efrat Efron
• Terry Jo Smith
• Antonina Lukenchuk

• Transformation
• social action
• social change
• educators
• culture
• world
• Curriculum and Social Inquiry
• Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/131

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1135