Challenging Colonialism in Middle Level Teacher Preparation

dc.contributor.advisorPate, P. Elizabeth
dc.contributor.advisorBonner, Emily
dc.contributor.authorProffitt, Alexa M.
dc.contributor.committeeMemberMuñoz, Marissa
dc.contributor.committeeMemberSaldaña, Lilliana
dc.creator.orcidhttps://orcid.org/0000-0001-8893-9765
dc.date.accessioned2024-02-12T19:51:40Z
dc.date.available2024-02-12T19:51:40Z
dc.date.issued2020
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThis dissertation explores the ways in which challenging colonialism in middle level teacher preparation can impact the foundation of schooling in a settler colonial society. This works investigates the structure (Wolfe, 1999) of colonization in the United States, defines key terms related to anticoloniality, investigates anticolonial pedagogies in middle level teacher preparation and produces vignettes that highlight the experiences of Chicana maestras during clinical teaching. These papers collectively work towards a holistic understanding of the possibilities for middle level teacher preparation that centers anticolonial theories and pedagogies as a foundation for the future of education. This interdisciplinary case study research centers anticolonial theories and Chicana feminist epistemology (Bernal, 1998) as a way to interrogate the experiences of Chicana maestras during their clinical teaching semester. The experiences of Chicana maestras is often silenced in educational research, but most especially in the research of prospective middle grades educators. This work seeks to challenge the often-colonizing practices of teaching and research and seeks to serve as a model of the possibilities for research in middle level teacher education. The findings of this research highlight the collective power of Chicanas experiencing teaching and learning as a collective through the creation of vignettes. These vignettes illuminated the themes of maestras and comunidad, exploring and solidifying identity, colonialism is thriving, clinical chingonas, and sharing our knowledge. Each of these themes, and the collective work that went into this research, demonstrate the importance of Chicanas and middle level education.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent157 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798672138787
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5142
dc.languageen
dc.subjectanticolonial
dc.subjectChicana feminist epistemology
dc.subjectmiddle level education
dc.subjectteacher education
dc.subject.classificationTeacher education
dc.subject.classificationMiddle school education
dc.titleChallenging Colonialism in Middle Level Teacher Preparation
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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