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ERIC Number: ED553603
Record Type: Non-Journal
Publication Date: 2013
Pages: 272
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-9147-6
I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School
Howard, Kimberly J.
ProQuest LLC, Ed.D. Dissertation, University of South Carolina
In order to better understand how teachers make sense of race in schools today, this ethnographic study explores the following research question: How do teachers in this school make sense of race, and how does the spatiality of the school inform this process? The study was conducted over a 14-month period in a southern elementary school and is presented as a poetic, narrative, and thematic analysis of the connections between the geographic location of this particular school and the teachers' practices, pedagogies, and conversations about race both inside their classrooms and in other school spaces. This study demonstrates how teachers' racial (il)literacy is manifested in spatialized moments that have real and lasting implications for teachers and students in the school. Results from this study provided the foundation for a conceptual tool that could be utilized by educational researchers interested in better understanding the intersections of geographic place and race in educational settings. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A