자료유형  

 학위논문

Control Number  

0017162325

International Standard Book Number  

9798383198162

Dewey Decimal Classification Number  

379

Main Entry-Personal Name  

Hawkins, Jasmine N.

Publication, Distribution, etc. (Imprint  

[S.l.] : Indiana University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

193 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Danns, Dionne.

Dissertation Note  

Thesis (Ph.D.)--Indiana University, 2024.

Summary, Etc.  

요약This study aims to explore the experiences of Black teachers in New York City within the context of neoliberal urban reforms. It seeks to understand how these teachers articulate their ideas of freedom in the classroom and how neoliberal policies such as gentrification and accountability affect their experiences. By centering the voices and experiences of Black teachers, the study aims to shed light on the complex relationship between race, economics, and liberation, ultimately informing policy and systemic solutions informed by their insights. The literature on Black teachers in both the North and South regions, spanning historical and contemporary contexts, reveals systemic challenges rooted in racial and economic policies. These issues, historically known as slavery and Jim Crow, have evolved into contemporary manifestations under neoliberalism. Neoliberal ideologies exacerbate disparities for Black educators, leading to displacement, job insecurity, and underrepresentation. Prioritizing market-oriented approaches in education exacerbates inequalities and weakens community connections. Gentrification worsens these challenges by displacing long-time residents, including Black teachers, favoring corporate interest over community needs and wants. The study's framework integrates Critical Race Theory (CRT) with an emancipatory perspective, emphasizing legal, subjective, and socio-economic liberation to understand the experiences of Black teachers in New York City. Drawing from CRT's focus on normalizing racism and storytelling, the study aims to illuminate the complexities of racism and liberation. The methodology employs qualitative research techniques, primarily in-depth interviews, to capture the diverse voices within the Black teaching community. Sixteen teachers were interviewed. The findings reveal Black teachers' deep commitment to teaching as a contribution to liberation, emphasizing the importance of representation in schools for both students and educators. Despite challenges such as affordable housing and accountability, Black teachers aspire to go beyond mere survival, seeking authentic representation, connection, and leadership opportunities within educational institutions. Addressing the challenges faced by Black teachers requires transformative approaches that center their voices and experiences, challenge systemic inequalities perpetuated by neoliberalism, and prioritize equity, justice, and empowerment.

Subject Added Entry-Topical Term  

Education policy.

Subject Added Entry-Topical Term  

Educational sociology.

Subject Added Entry-Topical Term  

Education history.

Subject Added Entry-Topical Term  

Black studies.

Index Term-Uncontrolled  

Black teachers

Index Term-Uncontrolled  

Critical race theory

Index Term-Uncontrolled  

Liberation

Index Term-Uncontrolled  

Neoliberalism

Index Term-Uncontrolled  

Surviving

Index Term-Uncontrolled  

Thriving

Added Entry-Corporate Name  

Indiana University School of Education

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:655814