Rooted in Freirean pedagogy and using the Life Story Interview as a methodological tool, this dissertation research provides insight into the preparation, performance, and resilience of urban high school teachers and explores the viability of the Life Story Approach to reveal an alternative means of researching a teacher's approach to instructional pedagogy. This dissertation examines how a White female teacher's life story has informed her liberatory approach to teaching writing as an act of freedom in her urban high school classroom in Oakland, California. Observations of how the formation of a teacher's identity and instructional approach were influenced by her experiences in the world are explored in her story. This dissertation argues that if liberatory approaches and a critical literacy framework were considered within the context of seminal research on secondary writing instruction, teacher preparation programs and instructional pedagogy in urban classrooms would be compelled to change. These approaches are necessary to raise the critical consciousness of urban educators committed to serving low- income students of color in our nation's public schools and to inform instructional pedagogy and transform urban students' experiences in school and society. Implications for teacher preparation and approaches to curriculum development are considered.
|Commitee:||Donahue, David M., Kahne, Joseph, Pollack, Terry M.|
|School Location:||United States -- California|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Education Policy, Education, Education philosophy|
|Keywords:||Freire, Liberatory pedagogy, Life story interview, Narrative, Urban education, Writing instruction|
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