Date of Award
4-7-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Dr. Winn Wheeler
Second Advisor
Dr. Dominique Clayton
Third Advisor
Dr. Caitlyn Murphy
Abstract
This qualitative case study explores the lived experiences of thirteen certified elementary educators who teach literacy to students of color. The theoretical framework that guides this study is Abolitionist Teaching (Love, 2019). This study’s data collection is based on teacher surveys, conversational interviews and an artifact analysis. This study was centered on the following questions: (1) What are the lived experiences of certified elementary educators who teach literacy to students of color? (2) What are the lived experiences of certified elementary educators in planning and implementing culturally responsive literacy instructional practices? The themes that emerged from this study were teachers' reflection of implicit bias, teacher accountability, instructional equity, professional developments and developing cultural depth.
Recommended Citation
White, Ashley N., "Cornrowed Literacy & Lives: A Qualitative Case Study on Teachers Lived Experiences Through Culturally Responsive Literacy Instruction" (2024). Graduate Theses, Dissertations, and Capstones. 176.
https://scholarworks.bellarmine.edu/tdc/176
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Elementary Education Commons