Term of Award
Summer 2025
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
Delores Liston
Committee Member 1
Meca Williams-Johnson
Committee Member 2
Anna C. Brady
Committee Member 3
Nathan Palmer
Abstract
This dissertation examines the stories of transformative middle school social studies teachers and how they approach controversial topics related to human rights and systemic inequalities. Guided by the research question, ‘What stories do transformative teachers share about their challenges and approaches when addressing controversial topics related to human rights and systemic inequalities?’ using a critical narrative inquiry framework. Five self-identified transformative educators participated in this study. Through two semi-structured interviews and artifact analysis, three central themes emerged: social empowerment, reimagining instructional practices, and embracing discomfort as a catalyst for growth. Additionally, the research highlights the tension between transformative intent and the narrowing of acceptable classroom discourse. Ultimately, this study contributes to Curriculum Studies field and social justice education by offering insight into the lived realities of educators who strive to treat students with respect, push boundaries, and demonstrate neutrality by using engaging student-led instructional strategies in today’s educational climate.
Recommended Citation
Cantwell, B. (2025). Branching out: Transformative teachers sharing stories of rooted resilience in the social studies classroom [Doctoral dissertation, Georgia Southern University]. Georgia Southern University Digital Commons.
Research Data and Supplementary Material
No
