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#MainCharacterEnergy: The Influence ...

Andrews, Melody Y.,

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#MainCharacterEnergy: The Influence of the Black Female Literary Protagonist on the Praxis of Black Women ELA Leaders /

Record Type:	Electronic resources : Monograph/item
Title/Author:	#MainCharacterEnergy: The Influence of the Black Female Literary Protagonist on the Praxis of Black Women ELA Leaders // Melody Y Andrews.
Author:	Andrews, Melody Y.,
Description:	1 electronic resource (182 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30567864
ISBN:	9798379945145

#MainCharacterEnergy: The Influence of the Black Female Literary Protagonist on the Praxis of Black Women ELA Leaders /
Andrews, Melody Y.,

#MainCharacterEnergy: The Influence of the Black Female Literary Protagonist on the Praxis of Black Women ELA Leaders /Melody Y Andrews. - 1 electronic resource (182 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Since the 1990s, American school districts have attempted to diversify English language arts (ELA) curricula by including texts that feature Black girls and women as supplements to ELA course reading lists; however, the marginalization of these texts further contributes to the prevalence of an ahistorical and non-inclusive approach to ELA instruction in American school districts (Brooks et al., 2010; Muhammad, 2020). While studies have been conducted focusing on Black women and girls' literacy and roles in literature, the use of reflective narrative qualitative inquiry to interrogate how Black women educators' experiences as students inform their praxis as professionals has yet to be extensively researched.This dissertation explored the influence that exposure to Black girl and women literary protagonists during girlhood had on the leadership practices of Black women ELA specialists at the district level. The study utilized a womanist theoretical framework to analyze the reflective narratives of five Black women ELA leaders, as well as literary works which were mentioned by participants. The data for this dissertation derived from participants' narratives which were shared through one-on-one interviews, a participant focus group and semi-structured follow-up interviews. Themes include the influence of Black women on the literary experiences of participants, representation in the role of ELA curriculum specialist, community, and a need for increasing access to pipelines to leadership in curriculum. These findings indicate the need for diversity in the role of curriculum specialist to increase access to diverse texts, as well as, implications for educational policy, practice and educator preparation.

English

ISBN: 9798379945145Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Black girlhood

#MainCharacterEnergy: The Influence of the Black Female Literary Protagonist on the Praxis of Black Women ELA Leaders /
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520 $a Since the 1990s, American school districts have attempted to diversify English language arts (ELA) curricula by including texts that feature Black girls and women as supplements to ELA course reading lists; however, the marginalization of these texts further contributes to the prevalence of an ahistorical and non-inclusive approach to ELA instruction in American school districts (Brooks et al., 2010; Muhammad, 2020). While studies have been conducted focusing on Black women and girls' literacy and roles in literature, the use of reflective narrative qualitative inquiry to interrogate how Black women educators' experiences as students inform their praxis as professionals has yet to be extensively researched.This dissertation explored the influence that exposure to Black girl and women literary protagonists during girlhood had on the leadership practices of Black women ELA specialists at the district level. The study utilized a womanist theoretical framework to analyze the reflective narratives of five Black women ELA leaders, as well as literary works which were mentioned by participants. The data for this dissertation derived from participants' narratives which were shared through one-on-one interviews, a participant focus group and semi-structured follow-up interviews. Themes include the influence of Black women on the literary experiences of participants, representation in the role of ELA curriculum specialist, community, and a need for increasing access to pipelines to leadership in curriculum. These findings indicate the need for diversity in the role of curriculum specialist to increase access to diverse texts, as well as, implications for educational policy, practice and educator preparation.
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