Negotiating Ideology, Self, and Classroom Instruction: A Framework of Critical Text Selection for High School English Language Arts Curricula
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2022
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Swarthmore College. Dept. of Educational Studies
Swarthmore College. Dept. of English Literature
Swarthmore College. Dept. of English Literature
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en
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
Although educators of color are faced with the unique challenges of negotiating their identities
and their professional obligations, there is an absence of teachers of color’s perspectives within
the discourse of Curriculum Studies and K-12 education at large. In mediating these tensions,
this thesis provides an autoethnographic account of an aspiring Filipino-American high school
English Language Arts (ELA) educator’s process in developing a critical, practical framework
for incorporating texts that allows instruction to uphold the promises liberatory pedagogies in the
context a high school ELA classroom. The development of a critical framework underscores the
importance of examining layers of intersecting histories: the teacher’s positionality, the material
context of the classroom, and the discourses of the implemented texts. The practical application
of this framework and the findings within this project provides insight in the ideological
orientations that inform curriculum design and practical considerations that allow educators to
meet the academic and socio-emotional needs of the students.