Term of Award
Fall 2024
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Education
Committee Chair
Robert Lake
Committee Member 1
Edward Muhammad
Committee Member 2
Ming Fang He
Committee Member 3
Chris Emdin
Abstract
This dissertation was designed to examine the ways culturally relevant/responsive/sustaining practices and social justice education have been integrated into the climate and culture of a metro Atlanta elementary school and the ways that this process has affected the school leader. It was determined after reviewing the state’s curriculum and previous teaching practices at the school that there was a trend of disengagement by marginalized groups of students and systemic omissions of cultural diversity from the curriculum. This study explores the leadership actions implemented to provide an education that empowers students and teachers to enact change in their society and to document the leadership actions taken to ensure teachers are supported in their efforts elevate student voice, celebrate cultural diversity, and deepen students’ understanding of social justice. This research represents a highly personalized account of the lived experiences, aspirations, successes and challenges of a school principal implementing culturally relevant/responsive/sustaining practices in a school setting that emphasizes social justice education. Using myself as the subject and the researcher in the social context of an elementary school provided the impetus for this self-study. The purpose of this study was to develop an understanding of the implementation process and its impact upon the school leader’s identity development through sharing, analyzing, and interpreting the experiences to name and normalize the challenges and opportunities related to the leadership of culturally rich educational spaces that empower students disrupt the status quo through culturally affirming pedagogies.
OCLC Number
1481491892
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1r4bu70/alma9916599548102950
Recommended Citation
Mountain, Andre Benito, "Message to the messengers: A critical autoethnography of culturally relevant/responsive/sustaining practices and social justice education at a metro Atlanta school" (2024). Electronic Theses and Dissertations.
Research Data and Supplementary Material
No
