A Window into My Mirror: An Autoethnography of Culturally Sustaining Pedagogy with LGBTQ+ Students

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Kincaid, N. (2021). A Window into My Mirror: An Autoethnography of Culturally Sustaining Pedagogy with LGBTQ+ Students. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This research portrays a personal journey of a middle school language arts teacher working with LGBTQ+ students. Using autoethnography as the method, this study interprets personal narratives about the researcher’s adolescent identity development in connection with current culturally relevant teaching practices, specifically for LGBTQ+ students. As the subject of my own study, I focused on the relationships and cultural immersion experiences of my personal identity development. This qualitative research method invites the reader to gain insight into the subculture of this study through the experiences of the author. Perspective, being a root of the study, is unique to the author as well as the reader. Through this autoethnography, the reader is able to gain insight into the formation of a classroom teacher’s identity that shape attitudes and practices within the classroom. This study represents the seeds planted to grow the tree that fosters a culturally sustained classroom.

Details
Author

Kincaid, Nicki

Title

A Window into My Mirror: An Autoethnography of Culturally Sustaining Pedagogy with LGBTQ+ Students

Physical Description

1 online resource (155 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This research portrays a personal journey of a middle school language arts teacher working with LGBTQ+ students. Using autoethnography as the method, this study interprets personal narratives about the researcher’s adolescent identity development in connection with current culturally relevant teaching practices, specifically for LGBTQ+ students. As the subject of my own study, I focused on the relationships and cultural immersion experiences of my personal identity development. This qualitative research method invites the reader to gain insight into the subculture of this study through the experiences of the author. Perspective, being a root of the study, is unique to the author as well as the reader. Through this autoethnography, the reader is able to gain insight into the formation of a classroom teacher’s identity that shape attitudes and practices within the classroom. This study represents the seeds planted to grow the tree that fosters a culturally sustained classroom.

Genre

doctoral dissertations

Subjects--Topics

Multicultural education
Education
Reading

Degree

Ph.D.

Keywords

Culturally Relevant Teaching
Personal Identity
Heteronormative Practices and Systems
LGBTQ+ Youth
Narrative Autoethnography
Queering the Curriculum

Subject Area

Curriculum & Instruction

Advisor(s)

Wood, Karen

Committee Members

Taylor, Bruce
Miller, Erin
Butler, Bettie Ray

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Kincaid_uncc_0694D_12739

Permalink

http://hdl.handle.net/20.500.13093/etd:2518