Threatening Discourse: Cultural and Contextual Challenges to Constructing Antiracist Narrative and Practice Among One Elementary School Staff

This research particularly highlights the cultural struggle for narrative as it was played out in Woodson's STAR. By focusing on how twenty-four members of Woodson School's professional staff resisted, co-opted, transformed, and adopted antiracist counter narrative, this research informs the extant research on creating schools and teaching aimed at educational empowerment for students of color. It also interrogates the ways that the dominant American cultural narrative, dominant educational discourse, local politics, community histories, and personal stories all work to inscribe and maintain racism in this school even as it is actively contested. Implications for educational policy and future research on the culture of teaching, antiracist education, culturally relevant pedagogy, and school improvement are posited, as are recommendations for future in-service professional development and work with pre-service teachers.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Hyland, Nora Ellen

Contributors dc:contributor

• Gutierrez, Rochelle

• Black Studies

Language dc:language

eng

Identifier

(MiAaPQ)AAI9990026

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80433