UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Author: search.filters.author.Ghebreab, NardosSubject: search.filters.subject.racial literacy

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    “I’M NOT GOING TO LET A SYSTEM, THAT’S DESIGNED AGAINST ME, BEAT ME”: EXAMINING BLACK TEACHERS’ RACIAL LITERACY DEVELOPMENT AND TEACHER ACCOUNTABILITY POLICY NAVIGATION FOR ANTI-RACIST PEDAGOGIES
    (2022) Ghebreab, Nardos; Brown, Tara M.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Anti-racist pedagogies help students critically examine and critique racial injustice and oppressive structures that shape their lived experiences. Many teacher preparation programs encourage teachers to employ anti-racist pedagogies—usually Culturally Relevant Pedagogy or Culturally Sustaining Pedagogy. However, teacher education literature suggests teacher preparation programs provide Black teachers with inadequate training on anti-racism, and research on K-12 accountability policies outlines various barriers facing Black teachers who enact anti-racist pedagogies. Yet, some Black teachers still find ways to employ these pedagogies. Using frameworks such as Racial Literacy Development, Structure-Culture-Agency framework, and Critical Race Theory, I develop a three-paper dissertation to explore two phenomena among Black teachers: (1) lived experiences that shape their racial literacy development, and (2) strategies to navigate teacher accountability policies. This examination will expand the growing body of research on ways to transform teacher education and K-12 accountability policies to more intentionally support Black teachers in employing anti-racist pedagogies.