Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

4-6-2024

Graduate Advisor

Thomasina Hassler, PhD

Committee

Thomasina Hassler, PhD

JaNae' Alfred, PhD

Robert Good, PhD

Abstract

ABSTRACT

Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: 1) K-12 racialized trauma; 2) racialized awakening and awareness; 3) the sanctuary of educational and familial spaces; 4) the impact of professional development; and 5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This dissertation covers the findings related to these themes, as well as possible implications and recommendations from the study including: surfacing the impact of K-12 trauma on teacher ways of being; the importance of reflecting on pre-service and in-service lived experience to develop a culturally relevant pedagogy; and the need for clearer guidance from educational policymakers, educator preparation programs, professional development providers, and district/school leaders regarding the development of culturally relevant practices. As a homage to Ladson Billings’ (2009) The Dreamkeepers: Successful Teachers of African American Children, Dreamseekers explores the path taken to becoming culturally relevant practitioners.

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