Dissertation
Teaching inner-city youth when pedagogy is not enough: a phenomenological study about change agent teachers
Doctor of Education (Ed.D.), Drexel University
Feb 2021
DOI:
https://doi.org/10.17918/00000357
Abstract
The purpose of this study was to explore how teachers who self-identify as acting as change agents use social justice practices to make an impact on student success in their classroom and school community. A phenomenological approach was selected in order to gain insight into the lived experiences of change agent teachers and to determine their perceptions of teaching as a political act. Semi structured interviews were conducted with nine teachers who were recipients of Teacher of the Year in their school district, had at least 2 years of experience in teaching, and previous or current participation in community involvement aligned to social justice. An iterative thematic analysis of the interview transcripts was conducted, and three themes emerged: (a) motivations, (b) role of teaching, and (c) change actions. These interviews These interviews reveal that all participants viewed teaching as an act of social justice and provided information about the actions participants took to improve their students' education experience. These findings extend the previous literature by demonstrating teachers' lived experiences as change agents in their school environments.
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Details
- Title
- Teaching inner-city youth when pedagogy is not enough
- Creators
- Taiisha Swinton-Buck
- Contributors
- Joy C. Phillips (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 121 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014961649204721