Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

7-8-2025

Graduate Advisor

Dr. Theresa Coble

Committee

Dr. Laura Westhoff

Dr. Timothy Makabuya

Robert Stanton

Abstract

Abstract

The 1957 desegregation crisis at Little Rock Central High School marked a defining moment in the Civil Rights Movement and continues to symbolize the broader struggle for racial equality. This dissertation examines equity in educational spaces through a four-truth lens that was first articulated by the South African Truth and Reconciliation Commission and explores forensic, personal, social, and healing truth. Using Little Rock Central High School National Historic Site (CHSC) and park interpretation as the focal point, our qualitative research study used reflexive thematic analysis to examine oral interviews, onsite observations, and various documents and artifacts, and to illuminate how historical empathy contextualizes trauma and racial injustice in educational spaces like CHSC. We argue that acknowledging trauma in past educational spaces fosters historical and critical civic empathy, encourages resilience and healing, and reshapes perceptions of educational equity. When resilience is augmented by sustained reconciliation efforts, healing can emerge. Our research reveals that trauma remains relevant, and may be pervasive, in educational spaces even today. Providing opportunities for diverse audiences to cultivate historical and critical civic empathy through interpretive and educational programs at heritage sites is essential to sustaining reconciliation work and healing traumas past and present.

Keywords: trauma acknowledgment, historical and critical civic empathy, resilience, healing, four-truth lens, educational equity, National Parks, 1957 desegregation crisis, Little Rock Central High School, Little Rock Nine, park interpretation, school desegregation

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