Thesis (Ph. D.)--Georgia State University, 2008. / Title from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).

Thesis (M.A.)--Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (M.A.)--Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ed. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 182-189).

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 78-82) and appendices.

Thesis (Ed.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves 325-335.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2412. Includes bibliographical references (leaves 249-265).

In an attempt to tackle issues of racism in the U.S. public education system, school districts throughout the country are paying particular attention to how teachers and educational leaders are trained and supported to address issues of racial disparities. As a result of this, there has been a diffusion of various anti-bias and racial literacy-based trainings in some of the largest school systems. This dissertation explored a case study of a unique racial literacy and healing professional development (PD) workshop series within the New York City Department of Education, which was offered to a group composed predominantly of educators of Color. This inquiry was primarily concerned with how the educator of the PD workshop series designed and enacted a healing-centered pedagogy and what were the affordances of such an approach. A number of qualitative research methods—including contemplative inquiry—worked together to understand how this professional learning experience enabled participants to engage in a healing praxis. The PD curriculum structured opportunities for participants to deploy a two-pronged healing praxis, which combined racial literacy and critical consciousness on one side, and healing and self-care on the other. Through the combination of a transformative activist stance, a healing-centered engagement, and an indigenist stance, this study drew on a unique conceptual framework to examine how the PD series enabled participants to: (a) surface feelings of racialized stress and trauma; (b) potentiate their own healing journey; (c) articulate gratitude and cultivate empathy; and (d) explore conflict and cultural fault lines. This work finds a home in the coming wave of scholarship and a canon that considers healing within the context of education as an urgent matter.

Black men make up roughly 2% of the national teaching corps, and as Brockenbrough (2012) reminds us, there are recurring themes within Black Masculinity Studies that are central to bear in mind when looking at the lived and teaching experiences of these Black male teachers. The major one is to recognize and acknowledge the unique psychological, emotional, and spiritual toll of Black male marginality on Black men. “Oft-cited statistics on incarceration, homicide, unemployment, high school dropout, and HIV infection rates, among other chronic blights (Dyson, 1993; Noguera, 2003), illustrate not only the systemic marginality of Black men in American society, but also their distance from patriarchal definitions of manhood that rely on White supremacist and capitalist power to reinforce male domination” (p.5). The intention of this study was to engage with these Black male teachers’ narratives, stories, and commentaries and learn from their life and teaching experiences as Black men. The aim was to gain insight into how they were recruited, how they were supported, and also what their understandings and thoughts are around retaining Black male teachers in the classrooms. This is a small qualitative study is a sample of four Black Male teachers within the 2013 Teach for America Corps in NYC. As Lewis (2006) suggests, many of these Black male teachers consider their role bound to some form of social justice. This inquiry aimed to talk across the struggles and challenges of Black men in the NYC corps of the TFA program and to reach an understanding of their lived and teaching experience, and of the ways ideologies and narratives are negotiated and navigated in schools and classrooms. The questions of inquiry were aimed to provide insight into the recruitment, retention, and professional support of the Black male teacher, both in TFA and outside this program. Participation in this study was limited to Black male educators with one year of elementary or middle school teaching experience, in order to draw on and speak to the greater presence of male teachers at those levels to help teacher preparation programs navigate toward better recruitment processes, and supporting and sustaining more Black males in the classroom.