Intersectional pedagogy : doing space and soul work in the community, classroom, and curriculum / Victoria Singh Gill.

Format:

Book

Thesis/Dissertation

Author/Creator:

Gill, Victoria Singh, author.

Contributor:

Campano, Gerald, degree supervisor.

University of Pennsylvania. Department of Reading, Writing, Literacy, degree granting institution.

Language:

English

Subjects (All):

Education.

Educational philosophy.

Educational sociology.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Reading, Writing, Literacy.

Local Subjects:

Education.

Educational philosophy.

Educational sociology.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Reading, Writing, Literacy.

Genre:

Academic theses.

Physical Description:

1 online resource (238 pages)

Contained In:

Dissertations Abstracts International 82-12A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

This practitioner and critical ethnography research study explores the possibilities of an intersectional literacy pedagogy through a yearlong inquiry into my teaching and learning as a6th grade English teacher for minoritized and first-generation students in an urban public charter school. Multicultural education is often reduced to superficial inclusion (Ladson-Billings & Tate,1995); however, engaging in an intersectional practice is social justice work (Collins & Bilge, 2016) and resists "a single overmastering identity" (Said, 1999). To better understand the utility of an intersectional pedagogy, I ask: What happens when I adopt an intersectional lens to inform my teaching and learning in a secondary English Language Arts classroom? What does it look like to engage in an intersectional pedagogy to build criticality through young adult literature? Data collected includes lesson plans, researcher memos and field notes, audio interview recordings, classroom photos, and student artifacts. The data is analyzed using iterative emic coding and through an intersectionality lens. The findings of this project spotlight intersectionality's capacity to reshape how we conceptualize and create our communities, our classrooms, and the curriculum itself, all with the aim to confront the power imbalance in our social reality. The first implication of this work includes how intersectionality can be employed to uncover and interrogate how neoliberal and capitalistic conceptions and practices of justice in schools impact our teaching and learning experiences in oppressive ways in our school community culture. Secondly, another finding is that to build a truly intersectional classroom, we must honor and value both the teachers and students' mental health as part of their identities; there is an urgent call for adequate trained professionals (counselors not cops) to support these issues. The last finding shows how to build an intersectional curriculum that centers historically excluded voices and critical analysis of power. This work displays how I worked within/against systems and how I utilized/conceptualize intersectionality to enact an alternative vision of justice that is more equitable. Extending multicultural pedagogy, critical race, and literacy scholarship, this work demonstrates the need for intersectional reading and teaching practices that authentically and rigorously engage students' lives and our learning.

Notes:

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Advisors: Campano, Gerald; Committee members: Vivian Gadsden; Ebony Thomas.

Department: Reading, Writing, Literacy.

Ed.D. University of Pennsylvania 2021.

Local Notes:

School code: 0175

ISBN:

9798516084539

Access Restriction:

Restricted for use by site license.

This item is not available from ProQuest Dissertations & Theses.

This item must not be sold to any third party vendors.