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Author ORCID Identifier

N/A

AccessType

Open Access Dissertation

Document Type

dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

Education

Year Degree Awarded

2017

Month Degree Awarded

September

First Advisor

Laura A. Valdiviezo

Abstract

Based on a 20-month ethnography, this research examines the discourse and actions of community members and their role in sustaining/resisting racial inequities in a high-performing school district. Using the lens of racial literacy and by applying the construct of implementational spaces from the field of language, policy and practice, this research unveils the role community members’ varying racial literacy practices serves in sustaining the existing racial inequities. Additionally, informed by decolonizing and humanizing research methodologies, this research examines the use of researcher-participant collaborative practices between the white researcher and participants of color.

DOI

https://doi.org/10.7275/10678742.0

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