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Becoming BlackWomanTeacher: an autoethnographic illumination of teacher leadership development for critical democratic public education in Newark, NJ
Descriptive
TitleInfo
Title
Becoming BlackWomanTeacher: an autoethnographic illumination of teacher leadership development for critical democratic public education in Newark, NJ
Name
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NamePart
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Owens
NamePart
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Leah Z.
NamePart
(type = date)
1982-
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Leah Z. Owens
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author
Name
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White
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Carolyne J
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Carolyne J White
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Advisory Committee
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chair
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Chase
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Sabrina M
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Sabrina M Chase
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Advisory Committee
Role
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internal member
Name
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(type = family)
Eatman
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(type = given)
Timothy K
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Timothy K Eatman
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Advisory Committee
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internal member
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(type = family)
Payne
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(type = given)
Charles M
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Charles M Payne
Affiliation
Advisory Committee
Role
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internal member
Name
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Weiner
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Lois
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Lois Weiner
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
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Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - Newark
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school
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Text
Genre
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theses
Genre
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ETD doctoral
OriginInfo
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2020
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2020-10
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2020
Language
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(authority = ISO 639-3:2007);
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English
Abstract
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The 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.
Subject
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Topic
Teacher leadership
Subject
(authority = RUETD)
Topic
Urban Systems
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_11216
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application/pdf
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text/xml
Extent
1 online resource (viii, 208 pages)
Note
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Ph.D.
Note
(type = bibliography)
Includes bibliographical references
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Title
Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-8snv-q553
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
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Owens
GivenName
Leah
Role
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Type
Permission or license
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2020-09-27 11:21:17
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Name
Leah Owens
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Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
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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windows xp
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2020-09-30T06:27:29
DateCreated
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2020-09-30T06:27:29
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