ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This creative nonfiction dissertation study sought to describe the process by which three self-identified White teachers—who are engaged in structural initiatives in their schools, districts and/or communities for racial equity—transitioned from colorblindness to understanding white supremacy and structural racism. The following overarching research question guided the study: What are three self-identified White teachers’ perceptions of their process of shifting from colorblindness to understanding their role in white supremacy and structural racism? The study also addressed the following sub-questions: (1) What are the pedagogical pivot places that occur in three self-identified White teachers’ processes of coming to understand white supremacy and structural racism? And (2) How do these pedagogical pivot places contribute to new ways of knowing in teachers’ shifting from colorblindness to understanding white supremacy and structural racism? This study contributes to the literature on White teachers’ process of shifting from colorblindness to racial consciousness and understanding white supremacy. It offers implications for shifting ideologies of White pre-service teachers and teachers in schools. However, efforts to dismantle structural racism need to extend beyond helping White teachers to understand their role in upholding white supremacy and fighting against structural racism to better meet the needs of their diverse students. Schools in the United States function to reproduce the hidden curriculua of whiteness and work. Because schools are amplifiers of the ideologies of the greater society, by disseminating the findings in the form of creative nonfiction, the study attempts to extend this work outside of schooling and into society to address the problem of structural racism in society.
ContributorsRylak, Danielle (Author) / Carlson, David Lee (Thesis advisor) / Evans-Winters, Venus (Committee member) / Matias, Cheryl (Committee member) / Viren, Sarah (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2022
Description
Within English supplementary tutoring centers in China, the professional development teachers are afforded is limited due to time constraints and the qualifications of teacher trainers within those centers. To facilitate a novel means of engaging teachers in their professional development related to guided reading, an innovation configurations map was introduced to teachers at two centers in southern China. This map is composed of six configurations that would foster teachers’ understanding of what comprised effective guided reading classes. They include a focus on prior knowledge, vocabulary, reading skills and strategies, reading comprehension, class discussion, and written expression. Implementing the innovation configurations map for guided reading at the two centers occurred with head teachers and key informants from both centers. Other teachers participated to varying degrees based on their interests and availability. Using a qualitative case study methodology as part of an action research project, six strands of data were collected to assess how teachers used the map and what lessons were learned. These strands are institutional documents, interviews with participants, participant observation of academic meetings, direct observation of key informants’ classes, and education journey maps detailing participants’ experiences in using the innovation configurations map. For roughly seven months, the participants worked on developing their understanding of how to use the map and apply it within their contexts. They built this awareness within their activity systems with guidance and support from their colleagues and me. The contingent and responsive help teachers received was crucial in ensuring they understood how to use the innovation configurations map and their willingness to do so. Without that support and guidance, teachers were ambivalent about the use of the map and used it minimally or not at all. The findings, thus, indicate that for teachers to be willing to develop themselves professionally and use the innovation configurations map, they require ongoing support and guidance based on their needs to ensure they may do so effectively.
ContributorsRobinette, Robby Lee (Author) / Baker, Dale (Thesis advisor) / Chapman, Amy (Committee member) / Feng, Siyuan (Committee member) / Arizona State University (Publisher)
Created2023