Researcher as witness : pedagogical and curricular decision making in race-centered professional learning

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dc.contributor.advisorBrown, Keffrelyn D.
dc.contributor.committeeMemberGreen, Terrance L
dc.contributor.committeeMemberBrown, Anthony L
dc.contributor.committeeMemberDe Lissovoy, Noah
dc.creatorWard, Angela Marie
dc.date.accessioned2019-09-10T21:38:46Z
dc.date.available2019-09-10T21:38:46Z
dc.date.created2019-05
dc.date.issued2019-04-29
dc.date.submittedMay 2019
dc.date.updated2019-09-10T21:38:47Z
dc.description.abstractUrban School districts search for professional learning endeavors that will assist staff as they adapt to change at a rapid pace and build capacity to become in tune to the needs of the students and families. The facilitator of race-centered professional learning in urban school districts has to be pedagogically, mentally, socially and emotionally prepared for what the learner brings into the space. This research study used semi-structured interviews, observations and a researcher reflective journal to explore the definitions of effectiveness and the pedagogical and curricular decision making of ten participants who design and deliver race-centered professional learning in urban school districts across the U.S. This study employed Critical Race Theory to frame the study and analyze participant definitions of effectiveness and pedagogical and curricular decision making for race-centered professional learning. Black Feminist Thought is used to extend critical race theory centering analysis on the perspective of the researcher as participant observer. While experience of participants varied, each participant was consistent in defining effectiveness as negotiating the emotional nature of race for learners and facilitators and understanding application of learning as a long term process. Findings showed participants made pedagogical decisions to account for the complex ways race operates in a learning endeavor to establish an affirming, affective learning environment. Participants made curricular decisions drawing from counter storytelling, they chose to study or adopt existing race curricular models, and grounded learning opportunities in sociohistorical content knowledge
dc.description.departmentCurriculum and Instruction
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/75801
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/2903
dc.language.isoen
dc.subjectProfessional learning
dc.subjectRace
dc.subjectSocial justice
dc.subjectUrban schools
dc.subjectEquity
dc.subjectTeacher capacity
dc.subjectRacial knowledge development
dc.subjectBlack feminist thought
dc.subjectRace-centered professional learning
dc.subjectProfessional learning facilitators
dc.subjectPedagogical decision making
dc.subjectCurricular decision making
dc.titleResearcher as witness : pedagogical and curricular decision making in race-centered professional learning
dc.title.alternativeResearcher as witness : effectiveness in pedagogical and curricular decision making in race-centered professional learning
dc.title.alternativeResearcher as witness : effectiveness and pedagogical and curricular decision making in race-centered professional learning
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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