Communities of color have been fighting for equal rights in society throughout history, resulting in the development of different social movements. In 2013, the Black Lives Matter movement was founded and protests erupted across America as Black lives were lost at the hands of law enforcement. In the summer of 2020, the protests continued, serving as a catalyst for schools to begin interrogating their practices and curricula, moving towards efforts to be pro-Black and antiracist.
Grounded in Critical Social Theory and Critical Race Theory, this autoethnographic study explores the experiences of me, a Latinx teacher in diversity, equity and inclusion (DEI) professional development (PD), intended to train teachers in how to be antiracist educators. This study centers my experience as both an educator of color and teacher, interrogating my experience through critical self-reflection and document analysis. This study explores the ways Black, Indigenous, people of color (BIPOC) teachers experience DEI professional development within this context of Black Lives Matter (BLM) and the racial reckoning of 2020.
The purpose of this study is to inform future professional development practices so that the BIPOC educator experience is considered within professional development (PDs), but specifically within DEI and antiracism work.
| Identifer | oai:union.ndltd.org:lmu.edu/oai:digitalcommons.lmu.edu:etd-2231 |
| Date | 01 January 2023 |
| Creators | Nava-Holstein, Allison |
| Publisher | Digital Commons at Loyola Marymount University and Loyola Law School |
| Source Sets | Loyola Marymount University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | LMU/LLS Theses and Dissertations |
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