Dissertation
An exploratory case study of a district initiated antiracist professional development
Doctor of Education (Ed.D.), Drexel University
Jun 2022
DOI:
https://doi.org/10.17918/00001076
Abstract
In preparing educators to lead equitable and antiracist school communities, professional development programs must encompass historically accurate and representative doctrine of all learners. To prepare educators to inform all students about systems of inequity within the United States requires excellence in antiracist knowledge and practices. As key stakeholders, educators have the ability and skillset to address said challenges in their classrooms and professional learning environment. This exploratory qualitative case study explored how one voluntary district-initiated antiracist professional development series, titled I. N. P. aligned with the tenets of Critical Race Theory, and how educators enacted key elements of the professional development in their respective roles to resolve Azadi Public Schools' goal for creating an antiracist school district. Through an in-depth artifact analysis of the planning and implementation materials, semi-structured interviews, and reflective journal responses, the study was found to be rooted within the tenets of Critical Race Theory, culturally relevant, and multicultural pedagogy. Low participation in the study identified unintended outcomes of educator exhaustion due to the Covid-19 pandemic and race-based trauma. The political context of Critical Race Theory posits this study with implications for policy and practice grounded within counter storytelling and the amplification of the voices and lived experiences of people of color in support of learning and healing.
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Details
- Title
- An exploratory case study of a district initiated antiracist professional development
- Creators
- Fatima Baig
- Contributors
- Kathleen Provinzano (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 151 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991018527008104721