HOW DOES LEARNING ANTI-RACIST EDUCATION THROUGH CRITICAL PROFESSIONAL DEVELOPMENT AND ARTS-BASED INQUIRY CONTRIBUTE TO TEACHERS’ UNDERSTANDINGS OF THEIR CLASSROOM PRACTICE?
| dc.contributor.advisor | St.Denis, Verna | |
| dc.contributor.committeeMember | Miller, Dianne | |
| dc.contributor.committeeMember | Balzer, Geraldine | |
| dc.contributor.committeeMember | Caldwell, Lynn | |
| dc.contributor.committeeMember | Hobday, Jody | |
| dc.creator | Raymond, Jordan | |
| dc.date.accessioned | 2022-12-15T18:53:38Z | |
| dc.date.available | 2022-12-15T18:53:38Z | |
| dc.date.copyright | 2022 | |
| dc.date.created | 2022-12 | |
| dc.date.issued | 2022-12-15 | |
| dc.date.submitted | December 2022 | |
| dc.date.updated | 2022-12-15T18:53:38Z | |
| dc.description.abstract | Racism is a significant problem within education. The education system has established institutional hierarchies and perpetuated different forms of racism that restrict the learning experiences of diverse students across Canada. One of the ways that teachers address and disrupt racism is through engaging in critical anti-racist professional development. This study gave teachers the chance to engage in critical anti-racist professional development where they learned about race, racism, and anti-racist education while exploring how their positionalities affect classroom practices. This study used a qualitative arts-based methodology called a/r/tography to create a space where teachers could have deep exploration and understanding of themselves and others by re-imagining lived experiences in and through time through the use of visual art. Combining a/r/tography and anti-racist education together it gave teachers the opportunity to develop awareness of their positionalities, become more critically conscious of their own racialized lenses, and understand how these lenses impact their classroom practices. Through critical artistic reflection on their practice in conjunction with learning anti-racist education strategies, teachers learned to reflect on their practices so as to become more aware of how to disrupt racism and white supremacy within their classrooms. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/14373 | |
| dc.language.iso | en | |
| dc.subject | anti-racist education | |
| dc.subject | arts education | |
| dc.subject | professional development | |
| dc.title | HOW DOES LEARNING ANTI-RACIST EDUCATION THROUGH CRITICAL PROFESSIONAL DEVELOPMENT AND ARTS-BASED INQUIRY CONTRIBUTE TO TEACHERS’ UNDERSTANDINGS OF THEIR CLASSROOM PRACTICE? | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Foundations | |
| thesis.degree.discipline | Educational Foundations | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |