Curriculum and Social Inquiry Commons^™

Strategies Exemplary Social Studies Teachers’ Implement When Facilitating Discussions About Race, Candice Nicole Jasmer

Electronic Theses and Dissertations

Teachers experience difficulty in introducing some sensitive and controversial issues in the classroom environment. The purpose of this qualitative instrumental case study was to identify strategies that exemplary secondary social studies teachers implement when facilitating classroom discussions about sensitive and controversial issues, specifically, racial issues framed within Singleton and Linton’s 4 agreements of courageous conversations: stay engaged, speak your truth, experience discomfort, and accept and expect nonclosure. This study utilized qualitative data collection. Semi-structured, online one-to-one internet-based interviews were used to document the lived experiences of exemplary secondary social studies teachers and the strategies they use when facilitating discussions about …

The Rose Who Grew From Concrete: A Black Female Administrator's Perspective Of The Public School Experience For Black Girls Who Attend A Predominantly White Middle School In Southeast Georgia, Latashia S. Thomas

Electronic Theses and Dissertations

This study explores the educational experiences of Black girls who attended a predominantly White school in Southeast Georgia from the perspective of a Black female administrator. Using Critical Race Theory (e.g. Bell, 1987, 1992, 1995; Delgado & Stefancic, 2001; Solorzano & Yosso, 2001) and Black Feminist Thought (e.g. Hill Collins, 2000; hooks, 1984/2000) as theoretical frameworks and memoir (Angelou, 1969/2009; Hurston, 1996) and fiction (Bell, 1992; Morrison, 1970/1993) as methodology, I explore ways in which Black girls are oppressed when they attend majority White public schools.

Six meanings emerged from this inquiry: (1) Writing my memoir has allowed me to …