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Liberating the read-aloud: supporting teachers' critical literacy practice around race, ethnicity, and equity

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TitleInfo
Title
Liberating the read-aloud: supporting teachers' critical literacy practice around race, ethnicity, and equity
Name (type = personal)
NamePart (type = family)
Hamlin
NamePart (type = given)
Amanda G. R.
NamePart (type = date)
1973-
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Amanda G. R. Hamlin
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RoleTerm (authority = RULIB)
author
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Rubin
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Beth
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Beth C. Rubin
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Advisory Committee
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chair
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NamePart (type = family)
Mangual Figueroa
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Ariana
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Ariana Mangual Figueroa
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Advisory Committee
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internal member
Name (type = personal)
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Vasquez
NamePart (type = given)
Vivian
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Vivian Vasquez
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
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school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
This 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.
Subject (authority = local)
Topic
Early childhood
Subject (authority = RUETD)
Topic
Education, Culture and Society
Subject (authority = ETD-LCSH)
Topic
Race -- Study and teaching
Subject (authority = ETD-LCSH)
Topic
Kindergarten teachers --Training of
Subject (authority = ETD-LCSH)
Topic
Professional learning communities
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9641
PhysicalDescription
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application/pdf
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Extent
1 online resource (iv, 220 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-ntx3-8747
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Hamlin
GivenName
Amanda
MiddleName
G. R.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-03-31 19:08:32
AssociatedEntity
Name
Amanda G. R. Hamlin
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-04-02T20:51:17
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-04-02T20:51:17
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