Re-writing & re-righting a BIPOC Teach For America Corps Member narrative: elevating the testimonios of BIPOC educators and recalibrating a teacher leadership program with community care

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dc.contributor.advisorUrrieta, Luis
dc.contributor.advisorAdair, Jennifer Keys
dc.contributor.committeeMemberJabbar , Huriya
dc.contributor.committeeMemberBrown, Keffrelyn D
dc.creatorMurguia, Kelly Jordan
dc.creator.orcid0009-0002-6971-2754
dc.date.accessioned2024-07-19T18:12:21Z
dc.date.available2024-07-19T18:12:21Z
dc.date.created2024-05
dc.date.issued2024-05
dc.date.submittedMay 2024
dc.date.updated2024-07-19T18:12:21Z
dc.description.abstractThis study explores the experiences of second-year Black, Indigenous, and People of Color(BIPOC) Teach For America (TFA) Corps Members in a South Texas city. Grounded in Critical Race Theory (CRT), semi-structured interviews and community circles/focus groups, the research seeks to understand how BIPOC educators made meaning of their experiences in the TFA program. The study is situated within a broader narrative of educational equity and social justice, recognizing the importance of collective action and community empowerment. Specifically, the study investigates how second-year BIPOC Corps Members described their overall experience in the TFA program, the role of their racial identity in shaping their teaching experience, and the types of support they received--and needed--to fulfill their aspirations as teachers. By centering the voices and experiences of BIPOC educators, this study aims to inform and transform teacher preparation programs towards a more humanizing and culturally appropriate approach. The dissertation also reflects on the challenges encountered during the research process, including navigating institutional permissions and the impact of global events such as the COVID-19 pandemic and the racial reckoning that took place in the wake of the killings of Breonna Taylor, Ahmaud Arbery and George Floyd. Despite these challenges, the study underscores the resilience and determination of BIPOC educators. CRT also plays an important role in addressing systemic racism within the field of teaching to create more equitable and supportive environments for all educators, particularly for teachers of color. This study implicates the broader structural inequalities embedded within educational systems, highlighting the systemic challenges faced by BIPOC educators in teacher preparation programs like TFA. By interrogating the intersections of race, identity, and support within the TFA context, the research sheds light on the urgent need to dismantle oppressive structures and cultivate inclusive and empowering environments for BIPOC teachers. This critical perspective emphasizes the imperative for transformative change within teacher preparation programs, advocating for culturally relevant pedagogy, community-centered support systems, and collective efforts towards educational equity and social justice. Finally, the research calls for programmatic efforts that prioritize community care, cultural competence, and collective action in teacher preparation programs.
dc.description.departmentCurriculum and Instruction
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2152/126126
dc.identifier.urihttps://doi.org/10.26153/tsw/52664
dc.language.isoEnglish
dc.subjectTransformative resistance model
dc.subjectCommunity cultural wealth
dc.subjectTeacher education
dc.subjectTestimonios
dc.subjectTeach For America
dc.subjectLatCrit
dc.subjectCritical Race Theory
dc.subjectBlack, Indigenous, People of Color (BIPOC)
dc.subjectCulturally responsive pedagogy
dc.titleRe-writing & re-righting a BIPOC Teach For America Corps Member narrative: elevating the testimonios of BIPOC educators and recalibrating a teacher leadership program with community care
dc.title.alternativeRe-writing and re-righting a BIPOC Teach For America Corps Member narrative: elevating the testimonios of BIPOC educators and recalibrating a teacher leadership program with community care
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Education and Human Development
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineCultural Studies
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.nameDoctor of Philosophy
thesis.degree.programCultural Studies
thesis.degree.schoolThe University of Texas at Austin

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