Date of Award
Spring 4-5-2026
Document Type
Dissertation
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Amber Pabon
Second Advisor
Dr. Christopher Weiler
Third Advisor
Dr. Georgeos Sirrakos
Abstract
As a middle school science teacher in a predominantly Hispanic classroom, I explore how my positionality as a White female educator and my experiences both inside and outside the classroom shape my teaching practices. This study examines the integration of culturally based teaching practices into the science classroom. By reflecting on my positionality, curriculum choices, and pedagogical methods, I aim to better understand how to create a more inclusive and engaging learning environment that resonates with my students’ cultural backgrounds. Through self-study and narrative inquiry, this research highlights the importance of connecting students’ lived experiences with academic content to foster educational equity and social justice.
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Herling, Kaitlyn E., "No hablo español, But My Students Do: A Self-Study to Understanding How Teacher Positionality and Experiences Manifest in Pedagogy and Praxis" (2026). Education Doctorate Dissertations. 53.
https://research.library.kutztown.edu/edddissertations/53
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons
