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dc.contributor.advisorLarrotta, Clarena
dc.contributor.authorOliphant, Rosalind M. ( )
dc.date.accessioned2013-08-28T15:01:22Z
dc.date.available2013-08-28T15:01:22Z
dc.date.issued2013-08
dc.identifier.citationOliphant, R. (2013). Black teacher leader narratives: Creating legacy through and ethic of care and justice (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/4689
dc.description.abstract

This study documents the narratives of four Black teachers and their journey in becoming teacher leaders using a framework rooted in Siddle Walker and Snarey’s (2004) matrix of care and justice primary values. The research questions guiding the study are: How do four Black teachers teaching Black students utilize and demonstrate an ethic of care and justice as described by Siddle Walker and Snarey (2004)? What are the journeys of these four Black teachers in their becoming teacher leaders? What ontological perspectives do they hold, and what is the effect on the work they do? What are their experiences working with schools, colleagues, administrators, Black students, and community members? What stories illustrate their successes and challenges advocating for the education, learning and achievement of Black students?

The data sources for this study include individual interviews, a group interview, and the researcher’s journal. Chapters four and five present study findings. Chapter four introduces the four Black teacher leaders; their stories are presented using their own words and are narrated in first person. Chapter five provides an analysis of the participants’ practice in light of Siddle Walker and Snarey’s (2004) ethic of care and justice framework. Finally, chapter six highlights important aspects of the learning that took place as a result of implementing the study. It discusses the commonalities in the participating Black teachers’ narratives followed by a section that highlights important themes for the reader. It also provides the researcher’s personal example applying the study framework as a tool to reflect and learn about self and daily practice working in schools. In addition, this last chapter presents the tensions and challenges encountered during the research process. Finally, the chapter outlines implications for school improvement, ideas for future research, and concluding thoughts.

dc.formatText
dc.format.extent164 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectBlack Teacher Leaders
dc.subjectNarratives
dc.subjectEthic of Care and Justice
dc.subject.lcshAfrican Americans--Educationen_US
dc.subject.lcshMoral education--United Statesen_US
dc.subject.lcshEthics--United Statesen_US
dc.subject.lcshAfrican Americans--Social conditionsen_US
dc.titleBlack Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice
txstate.documenttypeDissertation
dc.contributor.committeeMemberOliver, John A.
dc.contributor.committeeMemberGrimaldo, Leticia Romero
dc.contributor.committeeMemberRoss-Gordon, Jovita M.
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychologyen_US
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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