Threatening Discourse: Cultural and Contextual Challenges to Constructing Antiracist Narrative and Practice Among One Elementary School Staff
Hyland, Nora Ellen
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https://hdl.handle.net/2142/80433
Description
Title
Threatening Discourse: Cultural and Contextual Challenges to Constructing Antiracist Narrative and Practice Among One Elementary School Staff
Author(s)
Hyland, Nora Ellen
Issue Date
2000
Doctoral Committee Chair(s)
Gutierrez, Rochelle
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Black Studies
Language
eng
Abstract
This research particularly highlights the cultural struggle for narrative as it was played out in Woodson's STAR. By focusing on how twenty-four members of Woodson School's professional staff resisted, co-opted, transformed, and adopted antiracist counter narrative, this research informs the extant research on creating schools and teaching aimed at educational empowerment for students of color. It also interrogates the ways that the dominant American cultural narrative, dominant educational discourse, local politics, community histories, and personal stories all work to inscribe and maintain racism in this school even as it is actively contested. Implications for educational policy and future research on the culture of teaching, antiracist education, culturally relevant pedagogy, and school improvement are posited, as are recommendations for future in-service professional development and work with pre-service teachers.
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