Date of Award

1-1-2013

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

Foundations of Education

First Advisor

Michelle Bryan

Abstract

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.

Included in

Geography Commons

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