東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

"Ethnic Studies Is About Humanizing ...

Lopez, Eduardo.

Linked to FindBook

Google Book

Amazon

博客來

"Ethnic Studies Is About Humanizing Us": Teachers of Color Learning, Developing, and Engaging Ethnic Studies Pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Ethnic Studies Is About Humanizing Us": Teachers of Color Learning, Developing, and Engaging Ethnic Studies Pedagogy./
Author:	Lopez, Eduardo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	252 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30639726
ISBN:	9798380341691

"Ethnic Studies Is About Humanizing Us": Teachers of Color Learning, Developing, and Engaging Ethnic Studies Pedagogy.
Lopez, Eduardo.

"Ethnic Studies Is About Humanizing Us": Teachers of Color Learning, Developing, and Engaging Ethnic Studies Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 252 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2023.

This dissertation explores how four critical teachers of color learn and develop through dialogue and reflection about their own educational and life histories as well as their work in ethnic studies classrooms. As K-12 schools in states like California integrate ethnic studies into their curricula, educators are looking to established ethnic studies programs and experienced ethnic studies teachers as models. The existing literature on K-12 ethnic studies primarily focuses on students' educational experiences, though it offers limited examinations of the experiences of ethnic studies educators. This dissertation addresses this gap by examining the lives, experiences, and insights of four critical teachers of color who teach a ninth-grade ethnic studies program at an East Los Angeles high school. Through individual and focus group interviews, this study explores how these four teachers learned and developed their ethnic studies teaching practice. In particular, this study explores (1) the individual life and educational trajectories of these educators; (2) the ways in which they drew upon individual and shared{A0}experiences as a pedagogy-focused collective; and (3) the ways that these educators envision ethnic studies as an inclusive, healing-centered, and restorative justice teaching practice. The study yields two overarching understandings. First, ethnic studies teacher development is a process of becoming-a process that is recursive and reflexive as educators link their own lives with their praxis. Second, the professional learning that these educators engage in is instrumental to their praxis, to the extent that critical professional development (CPD) with an ethnic studies ethos is humanizing and transformative. This dissertation argues that this type of ethnic studies-centered CPD space offers three pedagogical interventions into mainstream K-12 professional development: first, CPD holds space for reflection, vulnerability, and collaboration that cultivate a humanizing pedagogy; second, it cultivates teaching practices that center healing and restorative justice; and third, it encourages a counter-storytelling practice that helps educators reimagine pedagogical possibilities. In mapping out these findings, this study offers tangible ways for educators to build community, share knowledge, and heal together in the pursuit of empowering and transforming both themselves and their students.

ISBN: 9798380341691Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Critical educators of color

"Ethnic Studies Is About Humanizing Us": Teachers of Color Learning, Developing, and Engaging Ethnic Studies Pedagogy.
LDR:03685nmm a2200397 4500 001 2399933
005 20240916070023.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380341691
035 $a (MiAaPQ)AAI30639726
035 $a AAI30639726
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lopez, Eduardo. $3 1905398
245 1 0 $a "Ethnic Studies Is About Humanizing Us": Teachers of Color Learning, Developing, and Engaging Ethnic Studies Pedagogy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 252 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Rogers, John S.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2023.
520 $a This dissertation explores how four critical teachers of color learn and develop through dialogue and reflection about their own educational and life histories as well as their work in ethnic studies classrooms. As K-12 schools in states like California integrate ethnic studies into their curricula, educators are looking to established ethnic studies programs and experienced ethnic studies teachers as models. The existing literature on K-12 ethnic studies primarily focuses on students' educational experiences, though it offers limited examinations of the experiences of ethnic studies educators. This dissertation addresses this gap by examining the lives, experiences, and insights of four critical teachers of color who teach a ninth-grade ethnic studies program at an East Los Angeles high school. Through individual and focus group interviews, this study explores how these four teachers learned and developed their ethnic studies teaching practice. In particular, this study explores (1) the individual life and educational trajectories of these educators; (2) the ways in which they drew upon individual and shared{A0}experiences as a pedagogy-focused collective; and (3) the ways that these educators envision ethnic studies as an inclusive, healing-centered, and restorative justice teaching practice. The study yields two overarching understandings. First, ethnic studies teacher development is a process of becoming-a process that is recursive and reflexive as educators link their own lives with their praxis. Second, the professional learning that these educators engage in is instrumental to their praxis, to the extent that critical professional development (CPD) with an ethnic studies ethos is humanizing and transformative. This dissertation argues that this type of ethnic studies-centered CPD space offers three pedagogical interventions into mainstream K-12 professional development: first, CPD holds space for reflection, vulnerability, and collaboration that cultivate a humanizing pedagogy; second, it cultivates teaching practices that center healing and restorative justice; and third, it encourages a counter-storytelling practice that helps educators reimagine pedagogical possibilities. In mapping out these findings, this study offers tangible ways for educators to build community, share knowledge, and heal together in the pursuit of empowering and transforming both themselves and their students.
590 $a School code: 0031.
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Higher education. $3 641065
650 4 $a Teacher education. $3 3172312
653 $a Critical educators of color
653 $a Professional development
653 $a Center healing
653 $a Humanizing pedagogy
653 $a K-12 ethnic studies
690 $a 0515
690 $a 0530
690 $a 0514
690 $a 0745
710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertations Abstracts International $g 85-03A.
790 $a 0031
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30639726