Date of Award

Spring 5-2023

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Teaching & Learning

Program/Concentration

Elementary Education

Committee Director

Jori Beck

Committee Member

Tom Bean

Committee Member

Melva Grant

Abstract

In the course of American history, students from historically marginalized and underrepresented communities have been left out of the educational conversation. This has created an era of undereducated citizens who have historically used privilege to oppress students from these communities. Teachers must use their privilege to teach antiracist education that specifically encourages students to stand up for the justice needed to make a better world. Although this education is important, politicians, parents, and school board administrators are consistently putting teachers in an awkward position when they work towards implementing antiracist education by enacting policies that force them to stop or threatening termination for speaking on divisive concepts. Through this autoethnography, I have analyzed my own practices and reflected on my teaching through autobiographies, journal entries, and book studies so that readers understand the struggles of a teacher who cares about, and implements, antiracist education in the current politically charged social environment.

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

10.25777/026s-as54

ISBN

9798379734565

ORCID

0000-0002-1559-0571

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