When and where we enter : black girl, English teachers, and the teaching of enslavement
Abstract/Contents
- Abstract
- When teachers engage in lessons about the institution and legacy of enslavement in the United States, they often do so in ways that inflict harm on Black students in general and Black girls in particular. This harm comes from the repetition of inaccurate information and/or a reluctance to acknowledge the lasting legacy. Such harm is known as curriculum violence and can create an impediment for learning for Black students while also reifying false information for others. This study examines how teachers engaging in teaching texts about enslavement were able to center Black girls in their instruction. In order to gain this understanding, I recruited teachers for participation in a community of practice focused on the experiences of Black girls in school. In addition, I worked with the teachers as they evaluated curriculum for instruction. Lastly, I observed their classrooms while they taught their curriculum. Throughout these phases, I utilized qualitative research methodologies of participant observation, interviews, and document analysis. Findings from this research reveals the challenges teachers face in prioritizing Black girls when addressing themes of enslavement and its legacy in the United States affirmed Black girls required them having Black girls in their classrooms. This study also revealed that while Black girls may or may not be present in the room, the work of prioritizing their experiences, particularly when teaching about enslavement must be addressed. Recommendations based on this work speak to the need for credentialling programs to provide more robust preparation for teachers so that they are equipped to navigate conversations about racism and oppression and avoid inflicting curriculum violence.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2023; ©2023 |
| Publication date | 2023; 2023 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Robillard, Stephanie |
|---|---|
| Degree supervisor | Garcia, Antero |
| Thesis advisor | Garcia, Antero |
| Thesis advisor | Ball, Arnetha |
| Thesis advisor | Martinez, Ramon |
| Degree committee member | Ball, Arnetha |
| Degree committee member | Martinez, Ramon |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Stephanie Marie Robillard. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2023. |
| Location | https://purl.stanford.edu/gj911vb2555 |
Access conditions
- Copyright
- © 2023 by Stephanie Robillard
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