ERIC Number: ED653195
Record Type: Non-Journal
Publication Date: 2024
Pages: 148
Abstractor: As Provided
ISBN: 979-8-3825-8479-9
ISSN: N/A
EISSN: N/A
The Experiences of a Black Teacher Educator Surrounded by Whiteness in Teacher Education: A Critical Autoethnography
LaMicah Lindsey
ProQuest LLC, D.Phil. Dissertation, University of South Florida
The field of teacher education is dominated by whiteness, perpetuating the influence of white ideologies in designing and implementing teacher education at each phase of the continuum (pre-service teaching, in-service teaching, teacher educators). This study employs a critical autoethnographic approach to examine how my experiences as a Black educator have shaped my social justice pedagogy across the teacher education continuum. It also identifies the supports I received during my journey. The findings reveal persistent racial discrimination throughout all phases of teacher education, as well as struggles with imposter syndrome, self-doubt, racial identity, and fear of the unknown. These findings underscore the need to explore the relationship between politics, identity development, and professional development in the development and enactment of social justice pedagogy throughout teacher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: African American Teachers, Teacher Educators, Teacher Education, Teaching Experience, Social Justice, Teaching Methods, Teacher Attitudes, Whites, Ideology
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A