Date of Award
Doctor of Education in Secondary Education
Dr. Camille Sutton-Brown
First Committee Member
Dr. Jennifer Dail
Second Committee Member
Dr. Erik Malewski
In order to foster engagement and create 21st century, global thinkers, education stakeholders must present students with educational options that are both culturally responsive and culturally sustaining (Paris, 2012). Current and future challenges lie in overcoming the obstacles that face students who have been marginalized by traditional education programs. Research has demonstrated that students are more engaged in the learning process when they interact with literature that is relevant to them (Mart, 2019); however, more research is needed to explore students’ perspectives on how examining literature from a critical culture perspective can affect their engagement. Using Corso et al.’s (2013) Student Enhancement Core model as a rationale for adapting Gay’s (2018) Culturally Responsive Teaching (CRT) theory to Rosenblatt’s (1982) Transactional Reader-Response (TRR) theory, this multicultural narrative inquiry (MNI) approach to a case stud explored the engagement of multiply-marginalized students within a nontraditional learning setting when analyzing literature from a critical culture perspective.
Morall-Baker, Monica, "Adopting a Critical Culture Stance Towards Literature to Engage Multiply-Marginalized Students Within Nontraditional Settings" (2022). Doctor of Education in Secondary Education Dissertations. 34.