東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Who Are We? My Sisters and Me: A Mul...

Hylton, Rhonda C.

FindBook

Google Book

Amazon

博客來

Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy./
作者:	Hylton, Rhonda C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	231 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
標題:	Reading instruction. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28163921
ISBN:	9798672181929

Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy.
Hylton, Rhonda C.

Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 231 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ph.D.)--Kent State University, 2020.

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

For years, higher education research has aimed attention at Black women faculty in various aspects of the field, from their general experiences to the more nuanced raced-gendered microaggressions they endure at the tenure-track level. This work addresses the specific teaching experiences of Black women faculty in Literacy, as research on this specific population is limited. The study aims to better understand: (a) the teaching experiences that have helped Black women faculty understand their positionality within the university and (b) how the positionality of Black women faculty influences their perceptions of their literacy pedagogy. Using critical race feminism as the theoretical framework, this multiple case study of five selected Black women faculty provides a rich analysis of each case, revealing how they connect teaching experiences, positionality, and literacy pedagogy. Analysis of findings indicate: the collective teaching experiences of Black women faculty are connected to their positionality; their views on literacy in educational institutions are steeped in traditional models of literacy; and the design of literacy curriculum should be adapted for today's evolving world. Ultimately, this research contributes to the field by documenting the lived experiences of Black women faculty in Literacy within and beyond the academy, targeting areas of teaching, positionality, and literacy pedagogy.

ISBN: 9798672181929Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Counternarrative

Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy.
LDR:02795nmm a2200433 4500 001 2278621
005 20210628082404.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798672181929
035 $a (MiAaPQ)AAI28163921
035 $a (MiAaPQ)OhioLINKkent1594836145961
035 $a AAI28163921
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hylton, Rhonda C. $3 3557003
245 1 0 $a Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 231 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
502 $a Thesis (Ph.D.)--Kent State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a For years, higher education research has aimed attention at Black women faculty in various aspects of the field, from their general experiences to the more nuanced raced-gendered microaggressions they endure at the tenure-track level. This work addresses the specific teaching experiences of Black women faculty in Literacy, as research on this specific population is limited. The study aims to better understand: (a) the teaching experiences that have helped Black women faculty understand their positionality within the university and (b) how the positionality of Black women faculty influences their perceptions of their literacy pedagogy. Using critical race feminism as the theoretical framework, this multiple case study of five selected Black women faculty provides a rich analysis of each case, revealing how they connect teaching experiences, positionality, and literacy pedagogy. Analysis of findings indicate: the collective teaching experiences of Black women faculty are connected to their positionality; their views on literacy in educational institutions are steeped in traditional models of literacy; and the design of literacy curriculum should be adapted for today's evolving world. Ultimately, this research contributes to the field by documenting the lived experiences of Black women faculty in Literacy within and beyond the academy, targeting areas of teaching, positionality, and literacy pedagogy.
590 $a School code: 0101.
650 4 $a Reading instruction. $3 2122756
650 4 $a Higher education. $3 641065
650 4 $a Curriculum development. $3 684418
650 4 $a Instructional design. $3 3172279
650 4 $a Teacher education. $3 3172312
650 4 $a Womens studies. $3 2122688
650 4 $a African American studies. $3 2122686
653 $a Counternarrative
653 $a Critical race feminism
653 $a Gender
653 $a Narrative
653 $a Positionality
653 $a Race
690 $a 0530
690 $a 0727
690 $a 0745
690 $a 0447
690 $a 0535
690 $a 0296
690 $a 0453
710 2 $a Kent State University. $b College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies. $3 1678391
773 0 $t Dissertations Abstracts International $g 82-05A.
790 $a 0101
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28163921