{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124367"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124367","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Disrupting homogeneity: counternarratives of racialized educators working in international schools and the interrogation of international mindedness","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Cynthia Roberson, accepted the attached license on 2024-04-22 at 14:28.","The student, Cynthia Roberson, submitted this Dissertation for approval on 2024-04-22 at 14:41.","This Dissertation was approved for publication on 2024-04-22 at 16:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20548 on 2024-09-16 at 00:35:48","This qualitative narrative inquiry employed counterstory using the critical race theory tenet “Whiteness as property” to frame the examination of the experiences of racialized educators in international schools. The study was an investigation of how racism affects the development and implementation of an international-minded community in international schools while centering the voices and experiences of racialized educators. The findings show the systemic nature of racism in international schools, its impact on the well-being and professional growth of racialized educators, and its implications for developing an authentic international-mindedness that reflects a genuine commitment to diversity, equity, inclusion, and justice. Moreover, the study shows how the concept of Whiteness as property is maintained and reproduced in international schools, perpetuating the marginalization and erasure of racialized voices. The study has implications for international-mindedness to promote a more equitable and inclusive learning environment for all students and educators while challenging the dominant narrative of Whiteness in international schools."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Disrupting homogeneity: counternarratives of racialized educators working in international schools and the interrogation of international mindedness"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Ward Hood, Denice","Kang, Hyun-Sook","Thorstensson Davila, Liv"],"dc:creator":["Roberson, Cynthia"],"dc:date":["2024-05","2024-04-22"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. 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