東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory./
作者:	Douglas, Kristian B.
面頁冊數:	1 online resource (221 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29327760click for full text (PQDT)
ISBN:	9798351444871

Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory.
Douglas, Kristian B.

Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory. - 1 online resource (221 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2022.

Includes bibliographical references

Racism is woven into the fabric of every institution within the United States (Jones, 1974; Ladson-Billings, 1998), and it is present alongside the often unattended to intersectional oppression (Crenshaw, 2017). These two realities are often found and reproduced within P-12 school settings (Ladson-Billings, 2005; Ladson-Billings, 2019; Hopson, 2014). Given this, there is a growing interest concerning the experiences of Black and Brown students inside schools today, particularly around how these realities affect them and the ways they might respond to them, particularly during the "Trump Era". Extant educational scholarship has explored, critiqued and reimagined: a) how teachers can engage in antiracism though pedagogical practices (Baker-Bell, 2020; Ladson-Billings, 2014; Love, 2019); b) how schools can implement learning spaces and curricula that centers intersectional justice (Amico, 2015; Baker-Bell, 2020); and c) broader anti-oppression work outside of the domains of traditional schooling that still bear influence over schooling such justice-oriented protests (Rhoads, 1998) via student activism movements, book/poetry clubs, etc. However, little has been recorded about the ways that teacher-practitioner/educator narratives might be positioned to shape the taking up of critical literacy pursuits among Black and Brown adolescents who are eager to engage in the envisioning and implementing of a more justice-centered society. Moreover, existing work around teacher narratives and how they might be positioned has not been theorized nor analyzed through Critical Race Theory (referred to as CRT hereafter), a powerful tool in better understanding and responding to intersectional oppression and injustice. I argue in this dissertation that 21st century justice-oriented educators face unique, institutionalized challenges in engaging critical literacy work with underserved and disempowered students. What becomes clear is that the educator participants' stories are impactful and can profoundly shape the ways that Black and Brown youth engage with critical literacy, what steps educators might take to engage in particular justice-oriented actions in their own lives, particular barriers that schools might pose to this necessary work, and the role(s) of educator preparation programs in this.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351444871Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Critical literacyIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory.
LDR:03759nmm a2200421K 4500 001 2355960
005 20230530061518.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798351444871
035 $a (MiAaPQ)AAI29327760
035 $a AAI29327760
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Douglas, Kristian B. $3 3696424
245 1 0 $a Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory.
264 0 $c 2022
300 $a 1 online resource (221 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: McVee, Mary.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2022.
504 $a Includes bibliographical references
520 $a Racism is woven into the fabric of every institution within the United States (Jones, 1974; Ladson-Billings, 1998), and it is present alongside the often unattended to intersectional oppression (Crenshaw, 2017). These two realities are often found and reproduced within P-12 school settings (Ladson-Billings, 2005; Ladson-Billings, 2019; Hopson, 2014). Given this, there is a growing interest concerning the experiences of Black and Brown students inside schools today, particularly around how these realities affect them and the ways they might respond to them, particularly during the "Trump Era". Extant educational scholarship has explored, critiqued and reimagined: a) how teachers can engage in antiracism though pedagogical practices (Baker-Bell, 2020; Ladson-Billings, 2014; Love, 2019); b) how schools can implement learning spaces and curricula that centers intersectional justice (Amico, 2015; Baker-Bell, 2020); and c) broader anti-oppression work outside of the domains of traditional schooling that still bear influence over schooling such justice-oriented protests (Rhoads, 1998) via student activism movements, book/poetry clubs, etc. However, little has been recorded about the ways that teacher-practitioner/educator narratives might be positioned to shape the taking up of critical literacy pursuits among Black and Brown adolescents who are eager to engage in the envisioning and implementing of a more justice-centered society. Moreover, existing work around teacher narratives and how they might be positioned has not been theorized nor analyzed through Critical Race Theory (referred to as CRT hereafter), a powerful tool in better understanding and responding to intersectional oppression and injustice. I argue in this dissertation that 21st century justice-oriented educators face unique, institutionalized challenges in engaging critical literacy work with underserved and disempowered students. What becomes clear is that the educator participants' stories are impactful and can profoundly shape the ways that Black and Brown youth engage with critical literacy, what steps educators might take to engage in particular justice-oriented actions in their own lives, particular barriers that schools might pose to this necessary work, and the role(s) of educator preparation programs in this.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
650 4 $a Ethnic studies. $2 bicssc $3 1556779
650 4 $a Pedagogy. $3 2122828
653 $a Critical literacy
653 $a Critical Race Theory
653 $a Narrative research
653 $a Teacher narratives
653 $a Racism
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0631
690 $a 0530
690 $a 0535
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29327760 $z click for full text (PQDT)