Term of Award

Fall 2024

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Robert Lake

Committee Member 1

Ming Fang He

Committee Member 2

Abraham Flanigan

Committee Member 3

Laura Rychly

Abstract

This dissertation explores the crucial role of love in teaching, specifically focusing on the content of a rural elementary school in North Georgia. Drawing on qualitative research and personal experiences of the author, as well as other teachers at the same school, this study examines how love, manifested through courage, passion, and compassion, can significantly impact teaching practices and positively influence student outcomes in challenging educational settings. Theoretically my dissertations draws upon three bodies of literature such as critical pedagogy, (e.g. Darder, 2007, 2009, 2015, 2016, 2018; Freire, 1987, 1998, 2000, 2019; Giroux, 2010, 2018; hooks, 1994, 2001), radical love, (e.g., Ayers, 2004, 2016; Darder, 2007, 2009, 2015, 2016, 2018; Freire, 1987, 1998, 2000, 2019; Nieto, 2003, 2005; King, Jr., 1957,1963; Schubert, 2010), and self-determination theory (e.g. Ryan & Deci, 2000, 2001, 2002). Specifically, this dissertation highlights the unique challenges faced by educators in rural elementary schools, including limited resources, societal disparities, and diverse student populations. Today, teachers are teaching the impossible—the landscape is against us, but we must still keep our compassion, passion, and radical love in our daily teaching. Through a reflective and ethnographic inquiry approach, the author explores the ways in which love-driven teaching practices can create a nurturing and inclusive environment, foster meaningful connections with students and their families, and ultimately enhance academic achievement and whole development, including spiritual development. The following four findings have resulted from my dissertation inquiry: (1) Teachers, especially new teachers, should observe veteran teachers to learn more about teaching with passion, compassion, agape/radical love, relatedness, spirituality, and courage. (2) There is a need for courage to teach away from the curriculum in today’s restrictive public school environment. (3) Teaching with agape/radical love is crucial for both the teacher and the student. (4) It only takes one teacher in a child’s life to plant the seed of agape love and make a difference.

The findings underscore the transformative power of love as a catalyst for change in education, shedding light on the importance of cultivating courageous, passionate, and compassionate educators to meet the needs of students in rural communities. This research contributes to the existing literature on teaching practices, emphasizing the significance of love in promoting equitable and effective education for all students, regardless of their geographical location, race, economics, etc. This dissertation is an ethnography of a rural elementary school involving four participants who were observed and interviewed— a principal, counselor, and two veteran-level teachers. The participants are Tammy, Penny, Debbie, and Hannah. The six themes that were relevant throughout the participant interviews were: (1) If you don’t have a genuine love for children and understand that you can make a difference in their lives, you’re in the wrong profession. (2) Teaching is a spiritual calling. (3) Teachers have to show love to all kids, but especially those who don’t know what love is. (4) You have to make a connection with students (relatedness) about something they are interested in to gain their respect and establish positive relationships. (5) Teachers find the courage to return to teach. (6) You have to have courage to teach apart from the required curriculum.

Research Data and Supplementary Material

Yes

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