Date of Award
Spring 4-16-2025
Document Type
Dissertation
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Andrew Miness
Second Advisor
Dr. Denise Bosler
Third Advisor
Dr. Cheryl Leatherbarrow
Abstract
This study investigates the causes and effects of educators adopting a Culturally Relevant and Sustaining Education (CR-SE) pedagogy within our educational system. Three qualitative data collection and analysis pathways are used: thirteen participants are surveyed and interviewed, a policy analysis occurs, and an autoethnographic journal is analyzed. This research explores how cultural conflicts, deficit mindsets, and at-risk labeling contribute to systemic inequities, leading to social suffering for both students and educators. The research examines how educators who develop a critical consciousness navigate these challenges, often experiencing moral injury as they advocate for equitable educational practices. Through qualitative inquiry, this study identifies the transformative learning experiences that shift educators' perspectives toward CR-SE and the structural barriers that prevent meaningful change. By centering the lived experiences of educators and students, this dissertation highlights the urgent need for systemic shifts to disrupt social suffering and create inclusive, empowering learning environments.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
McNeil, Lauren, "The Causes and Effects of Procuring a Culturally Relevant and Sustaining Educational Pedagogy" (2025). Education Doctorate Dissertations. 50.
https://research.library.kutztown.edu/edddissertations/50
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
