Date of Award
Spring 5-17-2019
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Middle and Secondary Education
First Advisor
Dr. Caroline C. Sullivan
Second Advisor
Dr. Yali Zhao
Third Advisor
Dr. Rhina Fernandes Williams
Abstract
The purpose of this qualitative case study was to examine the phenomenon of a social justice-driven professional learning community. This study included 17 P-12 educators across several school districts and educational entities in a large southeastern city. The majority of the educators worked at schools with a predominant composition of students of color and students who were eligible for free or reduced lunch. Through both oral and written discussions, teachers responded to questions, prompts, and protocols as they examined teaching for social justice and equity. Data collection methods included: audio recordings of professional learning sessions, participant written reflections, documents, interviews, and the researcher’s journal and audio reflections. The significance of this study was to offer insight on how educators can be supported in developing instructional practices that engender a more just and democratic society. Departing from traditional teaching methods and approaches where the teacher is considered the expert and holder of knowledge and has all “the answers” is crucial to the work of the social justice educator. This study was grounded in critical pedagogy as educators expanded their critical consciousness and examined power structures, privilege and oppression. The following research questions guided this study: How can a social justice-driven professional learning community (PLC) influence P-12 educators? What understandings do educators develop about social justice and equity? What perceptions do educators cultivate about teaching for social justice and equity? What knowledge do educators construct about using multicultural children’s literature (MCL) to teach for social justice and equity? Findings from this study revealed that teaching for social justice and equity requires intentionality, multiple perspectives, and teaching strategies and resources.
Recommended Citation
Baiden, Felicia, "Critical Conversations: A Social Justice-Driven Professional Learning Community." Dissertation, Georgia State University, 2019.
doi: https://doi.org/10.57709/14433740
DOI
https://doi.org/10.57709/14433740