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Becoming BlackWomanTeacher: an autoethnographic illumination of teacher leadership development for critical democratic public education in Newark, NJ
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Owens, Leah Z.. Becoming BlackWomanTeacher: an autoethnographic illumination of teacher leadership development for critical democratic public education in Newark, NJ. Retrieved from https://doi.org/doi:10.7282/t3-8snv-q553

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TitleBecoming BlackWomanTeacher: an autoethnographic illumination of teacher leadership development for critical democratic public education in Newark, NJ
NameOwens, Leah Z. (author); White, Carolyne J (chair); Chase, Sabrina M (internal member); Eatman, Timothy K (internal member); Payne, Charles M (internal member); Weiner, Lois (outside member); Rutgers University; Graduate School - Newark
Date Created2020
Other Date2020-10 (degree)
SubjectTeacher leadership, Urban Systems
Extent1 online resource (viii, 208 pages)
DescriptionThe author is an urban high school teacher turned doctoral student whose exposure to critical theory and pedagogy compelled her to new action and wonderings. She wonders about the relationship among democracy and education and racism. She wonders how teacher leaders are prepared to become politically active in the contemporary neoliberal context. This experimental inquiry is located within a post qualitative paradigm. The author thinks with theory as she narrates and analyzes her lived experiences of being re-constituted into a teacher leader committed to critical democratic public education (auto). This autoethnographic inquiry illuminates and critically analyzes (graphy) the intersections of democracy and racism with urban education reform and the practices of teacher leadership (ethno). The author uses critical race theory, critical democratic theory, and Black feminist thought to analyze this journey that takes place in Newark, New Jersey from 2004 to 2018. During this time, neoliberal education reform initiatives emerge in force and begin to dominate the educational landscape in Newark, subsequently leading to an uprising of the community who fight back against neoliberalism’s deceitful apolitical nature while envisioning critical democratic public schools. This dissertation is written using the three article format. Three separate, publication-ready manuscripts represent the findings of this inquiry. These findings illuminate some of what may be missing in teacher preparation, namely how adopting a womanist pedagogical approach can cultivate social justice educators and how field experiences crafted from a critical perspective can provide opportunities for preservice teachers to practice place-based political activism and develop their teacher leadership.
NotePh.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-8snv-q553
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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