Graduation Year
2024
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Jennifer Jacobs, Ph.D.
Committee Member
Deirdre Cobb-Roberts, Ph.D.
Committee Member
Sara Flory, Ph.D.
Committee Member
Sophia Han, Ph.D.
Keywords
Black educator, critical autoethnography, critical professional development, social justice pedagogy, support
Abstract
The field of teacher education is dominated by whiteness, perpetuating the influence of white ideologies in designing and implementing teacher education at each phase of the continuum (pre-service teaching, in-service teaching, teacher educators). This study employs a critical autoethnographic approach to examine how my experiences as a Black educator have shaped my social justice pedagogy across the teacher education continuum. It also identifies the supports I received during my journey. The findings reveal persistent racial discrimination throughout all phases of teacher education, as well as struggles with imposter syndrome, self-doubt, racial identity, and fear of the unknown. These findings underscore the need to explore the relationship between politics, identity development, and professional development in the development and enactment of social justice pedagogy throughout teacher education.
Scholar Commons Citation
Lindsey, Lamicah, "The Experiences of a Black Teacher Educator Surrounded by Whiteness in Teacher Education: A Critical Autoethnography" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10214
