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Towards a Culturally Diverse English...

Dionida, Faith.

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Towards a Culturally Diverse English Curriculum: Exploring the Perspectives of Teachers, Administrators, and Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Towards a Culturally Diverse English Curriculum: Exploring the Perspectives of Teachers, Administrators, and Students./
Author:	Dionida, Faith.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	113 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319667
ISBN:	9798351444581

Towards a Culturally Diverse English Curriculum: Exploring the Perspectives of Teachers, Administrators, and Students.
Dionida, Faith.

Towards a Culturally Diverse English Curriculum: Exploring the Perspectives of Teachers, Administrators, and Students. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 113 p.

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

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

This item is not available from ProQuest Dissertations & Theses.

By and large, current English and English Language Arts curricula were created for and center Whiteness and do not adequately take into consideration the educational needs of students of color. Core English texts come from the so-called literary canon, are often written by White male authors, and tend to reflect values of the culture of Whiteness. Multicultural literature written by minoritized authors is not an integral component of the English curriculum and therefore does not address the needs of a diverse student population. This action research case study explores the perspectives and documents the practices of English teachers, administrators, and students, as they engage in efforts to reshape the English curriculum towards one that is more inclusive of Black, Indigenous, and People of Color (BIPOC) authors and analyzes perspectives of students and English teachers on plans to create an African American Literature course in particular at a diverse and high-performance high school in Northern California. Data include interviews with two school administrators and two English teachers who are attempting to transform the English curriculum, and a short answer survey of English teachers regarding their perspectives on the current English curriculum and what steps the department is and should be taking to be more inclusive of BIPOC authors. In addition, a focus group was conducted with English teachers to gather their feedback on a proposed African American Literature course outline the researcher-practitioner had created. Finally, students who were seniors at the time of data collection were asked to review the course outline for the African American Literature course and to complete a survey to provide their feedback on their prior English curricular experiences and on the new course. The study findings shed light on stakeholder perspectives and experiences, as well as the process of curricular transformation aimed at creating a more inclusive English curriculum. The study offers insights for educators and English departments, which may be seeking to change the curriculum to be more culturally diverse.

ISBN: 9798351444581Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Cultural diversity

Towards a Culturally Diverse English Curriculum: Exploring the Perspectives of Teachers, Administrators, and Students.
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