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ERIC Number: ED534353
Record Type: Non-Journal
Publication Date: 2011
Pages: 257
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-6055-8
Teaching and Leading for Diversity and Social Justice through Narrative Inquiry in Secondary Schools
Muzaliwa, Alexandre Ibongya-Ilungu
ProQuest LLC, Ed.D. Dissertation, University of Idaho
Some district schools in Southwestern Idaho, particularly the Treasure Valley, have witnessed an important growth in the immigration of people from many areas of the world, particularly sub-Saharan Africa, Middle East, Central Asia, Central Europe, Mexico, and Latin America. The children of these immigrants and refugees, whose cultural backgrounds are often quite different from those of their predominantly white peers, find their way into Idaho's schools where most of their teachers and administrators are from a Caucasian, European background. This study grew out of the researcher's desire to work for social justice. As a citizen, scholar, former school principal, refugee and immigrant to the U.S., my important and rewarding goal was to help other educators gain a deeper understanding of and commitment to social justice and its constructs. The purpose of the study was to examine how educators' understanding of social justice, with particular emphasis on the constructs of diversity, democracy, and equity, were developed by using narrative inquiry. This study examined the following questions: (1) How did the use of narratives impact and transform the skills and knowledge of an educator in a multicultural classroom environment? (2) What were educators' understanding of social justice, diversity, equity, and democracy, and how did they change after taking a course on diversity and multiculturalism? Three public school educators were studied in depth through narrative inquiry utilizing interviews, observations, journals, and others artifacts over the course of a school year. Educators were chosen because their graduate studies included at least one course in diversity, and they were advocates for social justice. For collection and analysis of data, a combination of narrative inquiry and case study guided the research methods. Issues of race, class, sexual orientation, disability, and other historically marginalizing factors central to social justice and diversity advocacy, teaching and leading practice, and vision were discussed. Educators revealed a transformational incident that led to their commitment and ongoing work in social justice education in public secondary schools. The findings of the study showed that each of the three participants had unique variations of what he or she understood through teaching and leading social justice topics. They shared the desire to do what was best for their students, the school, and for the communities. Findings demonstrated a deepening of the participants' understanding of social justice through narrative inquiry and how their ideas about teaching and leading were therefore influenced. Narrative inquiry is revealed as both an instructional method for teaching and learning, and an exemplary research method for school leaders seeking to lead for social justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Asia; Idaho; Mexico