Term of Award
Winter 2025
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
College of Education
Committee Chair
Robert Lake
Committee Member 1
Alisa Leckie
Committee Member 2
Eric Hogan
Committee Member 3
Derrick Tennial
Abstract
This dissertation is an autoethnographic inquiry into how the implementation of culturally relevant pedagogy into the middle school classroom is filled with challenges and wins. In this dissertation I explore how implementing culturally relevant pedagogy helped me connect more with my students which in turn increased their academic success, cultural competence, and critical consciousness. I was able to accomplish this by using the research within my own classroom and reflecting on how my students reacted to the changes in my pedagogy. Using the methodology of autoethnography, I was able to incorporate my own personal experiences as research. I also include my hopes for the future of culturally relevant pedagogy within not just the middle school classroom but all classrooms.
Recommended Citation
Dalton, Alexandra, "Science, Students, and Self: An Autoethnography of One Middle School Science Teacher’s Experiences and Challenges with Implementing Culturally Relevant Pedagogy" (2025). College of Graduate Studies: Theses & Dissertations. 3070.
https://digitalcommons.georgiasouthern.edu/etd/3070
Research Data and Supplementary Material
No
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Science and Mathematics Education Commons
