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JDMerry DissFINAL11302017.pdf (9.71 MB)

ETD Abstract Container

Abstract Header

Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change

Merry, Johnny Deane, Merry
http://orcid.org/0000-0002-9960-8694
http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518

Abstract Details

2017, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This dissertation reports on one case study, situated in grounded theory, of one teacher, her English Language Arts (ELA) classroom context, and three of her students. Interviews, a focus group discussion, observations, and artifact analysis provided evidence of how the teacher under study created a classroom space that was loving, held students to high expectations, and was relevant, responsive, and sustained her students' culture. The teacher and students in the study learned together in a cooperative community that centered student voice through creative writing and spoken work poetry. By the end of the school year, students had worked together to develop their voices, tell their stories, and were prepared to fight for equity for themselves and for their communities. This study supports critical pedagogy, culturally relevant/responsive/sustaining pedagogy, democratic education, and the powerful potential of an arts-based pedagogy for social justice. It contributes to qualitative research that seeks to humanize the institution of public education in the United States. Qualitative case studies are powerful narratives that can combat the status quo's application of dehumanizing Scientific Based Research to educational policies and positions. These research findings further theories that support grounding pedagogy in dialogue, democracy, inquiry, the arts, and social justice. The English teacher under study built a year-long curriculum centered on writing instruction that celebrated her students' home culture, affirmed their feelings about social justice issues, inspired confidence and academic success, and empowered them to become agents of social change using their unique voices through the creative arts. This study suggests future research on teaching ELA with students of color and how teachers build cooperative learning communities that empower and support students, extend their leaning, and provide equity in public educational spaces.
Dean Cristol (Advisor)
Binaya Subedi (Committee Member)
Melinda Rhoades (Committee Member)
226 p.
Education; Educational Theory
Critical Pedagogy, Culturally Relevant Pedagogy, Arts-based Pedagogy, Teaching for Social Justice, English Language Arts, Black Feminist Thought, Artivism, Holistic Education, Qualitative, Case Study, Grounded Theory

Recommended Citations

Citations

  • Merry, Merry, J. D. (2017). Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518

    APA Style (7th edition)

  • Merry, Merry, Johnny. Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change. 2017. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.

    MLA Style (8th edition)

  • Merry, Merry, Johnny. "Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518

    Chicago Manual of Style (17th edition)

osu1512047502495518
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© 2017, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.