Theses and Dissertations

Date of Award

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

James Jupp

Second Advisor

Laura M. Jewett

Third Advisor

Ana Carolina Diaz Beltran

Abstract

Recognizing that our preservice teachers are experiencing a euro-centered teacher preparation curriculum, this study aimed to explore Chicana preservice teachers' interactions with an array of criticalities focused on a bioregional context that highlighted critical and resistant resources.

Chapter 1 surveyed the literature on growing critically conscious teachers of color and posed the following research questions: How do critical place-based pedagogies impact Chicana preservice teachers’ experiences in a social studies methods course? How do Chicana preservice teachers respond to a broad array of criticalities? How do the critical and democratic pedagogies experienced in the social studies methods course impact Chicana preservice teachers’ perspectives on teaching social studies?

Chapter 2 established Itinerant Curriculum Theory as the organizing framework which consisted of asset-based epistemologies that included decolonial alternatives, ethnic studies curriculum, Chicanx studies curriculum, and Chicana Feminist Epistemologies while also centering the work of Gloria Anzaldua.

Chapter 3 established the epistemological assumptions aligned with interpretivist and critical approaches and described the use of critical action research and plática as the methodologies for this study. Chapter 3 also provided a short reflection and positionality statement on the pending contradiction of gender and power inherent in the study. It also provided contextual information and a description of the data sources which included digital pláticas, field notes, semi-structured interviews, and a focus group session.

Chapter 4 outlined the five major findings of the study and included identity/inner work, sense of place/belonging/pride, relevancy/representation of culture, bridging languages, and plática, power, and knowledge.

Chapter 5 included a recap of the first 3 chapters and a recap of the findings. Implications for research and practice were also included.

Comments

Copyright 2024 Raul Garza.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/pqdtglobal1/dissertations-theses/exploring-chicana-preservice-teachers/docview/3085441319/sem-2?accountid=7119

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