To understand a critical pedagogue’s success with Black students through a lens of racial identity development theory, culturally responsive pedagogy, and an African Cosmological perspective, a case study was conducted with an elementary/ middle school Master teacher. She was interviewed, and several teaching artifacts were analyzed to understand her racial identity development as well as perspectives of teaching Black students. Findings suggest that representative characteristics of a high racial identity development are evident paired with a robust sense of Afrocentrism, and these characteristics influence her conceptualizations of teaching and her relationships with Black students. Thus, I recommend that racial identity development, African cosmology, and culturally relevant pedagogy be considered as critical elements in teacher preparation programs and teacher professional development in schools and districts with large number of Black students, in order to enhance their cultural competence and ability to relate to Black students.
|Commitee:||Nava, Pedro, McDonald, Allison, Jackson, Theopia|
|Department:||Education - Educational Leadership|
|School Location:||United States -- California|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Black studies, Instructional Design, Educational sociology|
|Keywords:||African centered worldview, Case study, Critical pedagogy, Culturally responsive pedagogy, Nigrescence, Racial identity theory|
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