Date of Award
Summer 8-2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Program/Concentration
Curriculum and Instruction
Committee Director
Thomas W. Bean
Committee Director
Judith Dunkerly-Bean
Committee Member
Lamar Reams
Abstract
The overarching goal of this research is to make proverbial payments towards Ladson-Billings’ (2006) “education debt” owed to historically resilient populations by promoting equitable and democratic practices in all facets of education. Black men, specifically those who participate in athletics, are advocated for in this research because these men identify as part of a community of voices who are not only historically oppressed but are being failed by current educational practices. Further, student-athletes provide a predetermined and specific sociocultural context, and thus social location, by which to compare how various types of critical literacy assignments are addressing said contexts. Using a bricolage theoretical framework of critical sociocultural theory and critical literacy, a critical discourse analysis evaluates the course documents and assignments provisioned to students enrolled in 100- and 200-level general education courses. Using Kynard and Eddy’s (2009) coalition building framework, over 180 artifacts were reviewed and analyzed. Findings indicate that while faculty are willing to allow students to explore their sociocultural identities in isolation, classroom spaces—both physically and metaphorically speaking—are not yet being used to critically incorporate the diverse social situations of diverse student populations. Recommendations encourage faculty to consider students the expert learners they are in order to promote democratic and socially just curriculum and pedagogy in higher education classrooms.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
DOI
10.25777/51qa-v729
ISBN
9798678109361
Recommended Citation
Morris, Julia D..
""Meet Me at the 50": A Critical Discourse Analysis of How Higher Education Curriculum Is Meeting the Needs of Black, Male Student-Athletes"
(2020). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/51qa-v729
https://digitalcommons.odu.edu/teachinglearning_etds/64
ORCID
0000-0002-3438-3965
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Psychology Commons, Higher Education Commons