Date of Award
Spring 4-16-2025
Degree Type
Dissertation
Degree Name
Doctor of Secondary and Middle Grades Education
Department
Bagwell College of Education
Committee Chair/First Advisor
Michelle D. Devereaux
Second Advisor
Nichole A. Guillory
Third Advisor
Johari Harris
Fourth Advisor
Kristie W. Smith
Abstract
This study explores how Black educators navigate linguistic justice, deficit thinking, and stereotypes in urban secondary English Language Arts (ELA) classrooms. Using a hermeneutic phenomenological approach, it examines how teachers affirm Black Language (BL) while balancing the demands of White Mainstream English (WME) in academic spaces. Findings reveal that although educators employ culturally affirming strategies, they face challenges from restrictive language policies and standardized assessments. To counteract these barriers, they adopt negotiation practices that support students’ linguistic and cultural identities. From these findings, the study proposes Dynamic Linguistic Uplift (DLU)—a new theoretical framework that illustrates how Black educators sustain BL and promote equity through responsive, justice-oriented pedagogy. DLU captures the creative and strategic work educators do to affirm students' full linguistic repertoires while navigating institutional constraints. This research calls for teacher education and policy reform that centers linguistic diversity and affirms the cultural identities of Black students.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Contemplative Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Language and Literacy Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons, Urban Education Commons