Making meaning of community : a multi-case study of three urban, middle-school teachers

dc.contributor.advisorBrown, Keffrelyn D.
dc.contributor.committeeMemberDe Lissovoy, Noah
dc.contributor.committeeMemberUrrieta, Luis
dc.contributor.committeeMemberBrown, Anthony L
dc.contributor.committeeMemberGreen, Terrance L
dc.creatorRothrock, Racheal Marie
dc.creator.orcid0000-0002-0523-4864
dc.date.accessioned2018-01-31T15:47:37Z
dc.date.available2018-01-31T15:47:37Z
dc.date.created2017-05
dc.date.issued2017-05
dc.date.submittedMay 2017
dc.date.updated2018-01-31T15:47:37Z
dc.description.abstractIn response to a widespread use of the term, “community,” within the field of education, and foundational use of the notion within critical, anti-deficit approaches to pedagogy, this study takes up considerations of meanings and uses of community within middle school classrooms. The following questions guide this study: 1. How do successful, urban, middle-school teachers working with students of color understand the concept of “community” in relation to their work with these students? and 2. How do these teachers approach and draw from their conceptions of “community” in their classroom practices? Culturally Relevant Pedagogy and Critical Human Geography theories are brought together to form the conceptual framework. In order to investigate these questions, a qualitative multi-case study design is used and data included interviews, observations, artifacts, photography, and mapping. Three teachers, within the subject areas of math, Spanish, and science, participated in this study. Findings revealed complex, contradictory, shifting, and dynamic ways community was conceptualized and used. Rather than being simply a positive, desirable or a negative, problematic concept, community was described in ways that positioned it as both positive and negative. The teachers’ identity, particularly around language, and their intentional actions affected their ability to be part of their students’ communities. This membership status in turn affected the classroom environment and functioning. This holds implications for teacher education and development as well as school leadership and future research.
dc.description.departmentCurriculum and Instruction
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T29C6SH5K
dc.identifier.urihttp://hdl.handle.net/2152/63354
dc.language.isoen
dc.subjectCommunity
dc.subjectCulturally relevant pedagogy
dc.subjectCritical human geography
dc.subjectCritical pedagogy
dc.subjectMiddle grades
dc.subjectSecondary education
dc.subjectUrban education
dc.titleMaking meaning of community : a multi-case study of three urban, middle-school teachers
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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