A case study of the Black History 101 Mobile Museum’s impact on preservice teachers’ perceptions of the use of artifacts to teach culturally relevant content

Bell, Stanley

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https://hdl.handle.net/2142/108334 Copy

Description

Title

A case study of the Black History 101 Mobile Museum’s impact on preservice teachers’ perceptions of the use of artifacts to teach culturally relevant content

Author(s)

Bell, Stanley

Issue Date

2020-05-08

Director of Research (if dissertation) or Advisor (if thesis)

Hetrick, Laura

Doctoral Committee Chair(s)

Willis, Arlette

Committee Member(s)

• Frankenberg, Susan
• McNair Barnett, Bernice

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Black history
• Black museums
• mobile museums

Abstract

Utilizing a theoretical framework grounded in critical race theory and culturally relevant pedagogy, the purpose of this qualitative case study was to explore the perceptions of preservice teachers (in a four-year university) regarding their beliefs about the importance of teaching Black history. The primary issue addressed in this study was how preservice teachers perceived their readiness to teach culturally relevant content, Black history in particular. The study was based on presurvey questions, survey, and semi-structured interviews with a focus on such teachers’ reflections on their experience of this topic in general as well as when they visited the Black History 101 Mobile Museum. The results of this study indicated that while the participants had some knowledge about how to teach culturally relevant content, their visit to the Black History 101 Mobile Museum showed them that there was still much to learn. Viewing the artifacts from the Black History 101 Mobile Museum exposed the preservice teachers to Black history in a way that could improve their ability to successfully teach such culturally relevant content in the classroom and consider using the artifacts they saw in their own teaching as well. Further studies on this topic should explore more ideas on how to promote Black history in the field of education. Teacher preparation programs are critical in ensuring that teachers feel confident and well-equipped to teach culturally relevant content to their students. Therefore, more case studies about current programs with a focus on Black history should be conducted. Specifically, the insights and reflections that can be gained from qualitative interviews with Black history advocates and educators in established programs could be an asset to the field of education.

Graduation Semester

2020-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/108334

Copyright and License Information

Copyright 2020 Stanley Bell

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