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Liberating the read-aloud: supporting teachers' critical literacy practice around race, ethnicity, and equity
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Hamlin, Amanda G. R.. Liberating the read-aloud: supporting teachers' critical literacy practice around race, ethnicity, and equity. Retrieved from https://doi.org/doi:10.7282/t3-ntx3-8747

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TitleLiberating the read-aloud: supporting teachers' critical literacy practice around race, ethnicity, and equity
NameHamlin, Amanda G. R. (author); Rubin, Beth (chair); Mangual Figueroa, Ariana (internal member); Vasquez, Vivian (outside member); Rutgers University; Graduate School of Education
Date Created2019
Other Date2019-05 (degree)
SubjectEarly childhood, Education, Culture and Society, Race -- Study and teaching, Kindergarten teachers --Training of, Professional learning communities
Extent1 online resource (iv, 220 pages) : illustrations
DescriptionThis study followed the course of a professional development intervention to support kindergarten teachers in using a critical literacy approach to teach their students about race, ethnicity, and equity. The purpose of the design-based intervention, which took place in a diverse but somewhat racially segregated school district, was to empower students to critique discrimination, racism, and systems of inequity. The research itself aimed to gain insight into how and to what degree teacher-participants took on an anti-racist teaching role through participation in a collaborative professional learning community “study group.” The study that found that White participants employed many and various rationales to demarcate boundaries around what they were comfortable with and willing to teach. Despite White participants’ ambitious goals for societal change through shaping student attitudes, their avoidance and resistance limited the curriculum they ultimately taught. Implications of the study include the importance of balancing consciousness-raising and White racial identity development efforts with anti-racist classroom actions for White teacher education. Additionally, the process of conducting this study shed light on ways to improve the intervention for future iterations.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-ntx3-8747
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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