Term of Award
Spring 2024
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Daniel E. Chapman
Committee Member 1
Edward Muhammad
Committee Member 2
John Weaver
Committee Member 3
Leila Villaverde
Committee Member 3 Email
levillav@uncg.edu
Abstract
The following study is an autoethnography of the researcher, a White Mother of a Black Family (WMOBF). Follow her journey as she examines her racial literacy through the construction of Season Two of her podcast White Women in a Black Barbershop, where she is conversing with three other WMOBF who geographically grew up in the same small town in Maryland. The podcast analysis method is introduced as a method of data collection and analysis. The results of the study are the creation of eight epistemic curricula spaces. These spaces contain movement, are not linear, and are not accessible to all. The final epistemic curriculum space of critical-racial consciousness is a result of a re-articulation, which then requires a never-ending pursuit of racial historical foundations and the constant examination of self.
Recommended Citation
Paulk, Megan, "White Woman in a Black Barbershop: Examining Racial Literacy Through Epistemic Curricula Spaces" (2024). Electronic Theses and Dissertations. 2767.
https://digitalcommons.georgiasouthern.edu/etd/2767
Research Data and Supplementary Material
No
