Teacher Transformation Transcending Hegemonic Roots A Dissertation by

Teacher Transformation: Transcending Hegemonic Roots A Dissertation by Gregory Peters CSUEB doctor of education program, Educational Leadership for Social Justice April 25, 2012

Discernment Unexamined, the skin I am in can be baggage weighing me down; Examined, the skin I am in serves as a source of great pride and strength of liberation.

Problem Statement • The very DNA of public education’s design has evolved through a White Supremacy operant theory. • American schools persist in reproducing historically predictable and inequitable results. • "The differences in measured skills between blacks and whites are enormous. By age 17, the average black student is performing at around the 20 th percentile of the white distribution. ” - Eric A. Hanushek and Steven G. Rivkin • Even teachers who seek to educate all youth, play a reproductive role - often unintentionally.

Purpose of This Study • Teachers are prone to reproduce that which has worked FOR them (and will work for their own children). • There are models of teachers who have transformed. • WITH these educators, I conducted a facilitated, participatory, interpretive study to investigate and create new knowledge about what is necessary to transform ourselves and transcend a predestined, hegemonic path.

Research Question “How are teachers, as products of a hegemonic school system, transformed to transcend their reproductive role within the same system so that they can successfully educate our traditionally least reached youth? ”

The Transformed Teacher “The Transformed Teacher is the educator who has transcended the prejudicial and oppressive beliefs, values and expectations - as well as the resulting practices - that seem to be instilled in the very DNA of our public education system and ultimately sustained through a highly effective, reproductive cycle implicating our educators as individuals who have successfully navigated and therefore benefitted from the system

The Literature Transformat-ive Teaching, Transformation & Liberation Theories • This work begins on the shoulders of giants. Yet, even amongst giants, false dichotomy is tempting (Darling-Hammond, 1995; Delpit, 2003; Hilliard, • • • 2003; Kohl, 1991, 2004; Ladson-Billings, 1995, Noguera, 2007, 2009) Transformation is progressive and cyclical, gradual or sudden. (Mezirow, 2000) Multiple works suggest at least the conditions of critical reflection and reflective discourse. (Baumgartner, 2003; Mezirow, 1997; Pawlak & Bergquist, 2010; Rice & Burbules 1993; Schön, 1993) Oppressed can transform automated responses, overcome the impact, and alter the outcomes intended from societal injustices • Provides limited strategies nor solutions (Freire, 1970; Nida, 2010) (Nida, 2010)

Theoretical Framework

Methodology Facilitated Participatory Interpretive Study Student (on the cusp) Focus Groups: Oral and Written narratives • Reflective Writing and Working Retreat • Transformative learning experiences and transformative teacher characteristics Teachers (Recommended): Reflective Writing and Working Retreat • Pre-Flection: Demographics; Reaction to Nomination • Cycle I: Transformative Teaching (Description): Block Party, Socratic Seminar and Reflection Cycle • Cycle II: The Transformed Teacher (Personalization): Text Rendering, Discussion and Reflection Cycle • Cycle III: Transforming Teachers (Extension): Chalk Talk, Discussion and Reflection Cycle

Results and Analysis • • • A Transformative Teaching A transformative teacher is “real”. A transformative teacher is more than knowledgeable in their content area A transformative teacher is self-aware, reflective and humble of her role in systemic oppression. A transformative teacher’s opinion is informed. A transformative teacher teaches students the value of education for liberation. “Transformative teachers acknowledge the inequities within our schooling system and are consciously working not to reproduce the same results. They are often explicit about this with students. ”

Results and Analysis The Transformed Teacher “I’m constantly reflecting and asking questions. I ask myself questions regarding issues of race, class, gender, etc. and how these variables play a role in my classroom, how they effect my teaching and the learning of my students, and how they help me to adapt my teaching for the future. Being transformed means that I do not settle and that I’m constantly willing to grow and improve. ” Four Trends 1. Self-work is constant. . . some is about healing 2. Some cannot be done alone. . . and race matters 3. Role models can be pivotal. . . there are many kinds 4. Sharing stories is powerful and important. . . so is listening

Conclusions 1. Transformed Teachers need to continuously develop their awareness of our educational system, themselves and others, in the skin we are in, and in relation to each other. This work often is distressful if not painful and requires ongoing healing to ensure intelligent decisions and actions. 2. Transformed Teachers must be committed to rigorous inquiry, reflection and discourse - professionally AND personally, sometimes alone - or in (racial) affinity, and sometimes across difference. 3. Transformed Teachers must engage in relationships with mentors. role models - and sometimes literature (formally and willingly). 4. Liberation and transformation will require Transformed Teachers share their own - and listen to others’ diverse stories, for shared meaning making, and in support of the first three conclusions.

Implications and Recommendations • Conclusions demonstrate the need for a paradigm shift as current conditions in public education neither facilitate nor support teacher transformation. • Transformation needs to be supported, modeled and expected prior to teachers entering the classroom.

Teacher Transformation: Transcending Hegemonic Roots Gregory Peters, Ed. D. gpeter@sfcess. org http: //csueastbay-dspace. calstate. edu/handle/10211. 5/21