Term
Spring 2021
Capstone
Thesis
Degree Name
EdD
Primary Advisor/Dissertation Chair
Charlayne Myers
Secondary Advisor/Reader One
Debra Peterson
Peer-Reviewer/Reader Two
Terri Christenson
Abstract
This case study based on a qualitative paradigm utilized grounded theory to analyze teacher interviews, focus groups and elite interviews focused on culturally relevant and critical literacy practices. This case study focuses on a small group of teachers and facilitators in a large urban school district in Minnesota. This dissertation focused on the impact of culturally relevant and critical literacy professional development on teachers' mindsets and practices. The theoretical concepts that emerged from this case study are the importance of culturally affirming systems. The data collected from this project support the need for creating culturally affirming classrooms, diverse literature, and the opportunity for student voices to be heard. During and after professional development, teachers must have the opportunity for application, reflection, and time to dialogue with peers.
Keywords
Leadership, Social Justice, Staff Development, Culturally Relevant Teaching Practices
Recommended Citation
Seeley Dzierzak, Carey, "The Case For Culturally Affirming Systems Of Education: Exploring How Professional Development Impacts Culturally Relevant And Critical Literacy Teaching Practices" (2021). School of Education and Leadership Student Capstone Theses and Dissertations. 4516.
https://digitalcommons.hamline.edu/hse_all/4516
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University