University of Illinois Urbana-Champaign

Disrupting homogeneity: counternarratives of racialized educators working in international schools and the interrogation of international mindedness

Roberson, Cynthia

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ROBERSON-DISSERTATION-2024.pdf

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https://hdl.handle.net/2142/124367

Description

Title
Disrupting homogeneity: counternarratives of racialized educators working in international schools and the interrogation of international mindedness
Author(s)
Roberson, Cynthia
Issue Date
2024-04-22
Director of Research (if dissertation) or Advisor (if thesis)
Pak, Yoon
Doctoral Committee Chair(s)
Pak, Yoon
Committee Member(s)
  • Ward Hood, Denice
  • Kang, Hyun-Sook
  • Thorstensson Davila, Liv
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • qualitative
  • counternarratives
  • narrative inquiry
  • whiteness as property
  • CRT
  • cultural competence
  • white gaze
  • racism
  • international schools
  • international mindedness
Abstract
This qualitative narrative inquiry employed counterstory using the critical race theory tenet “Whiteness as property” to frame the examination of the experiences of racialized educators in international schools. The study was an investigation of how racism affects the development and implementation of an international-minded community in international schools while centering the voices and experiences of racialized educators. The findings show the systemic nature of racism in international schools, its impact on the well-being and professional growth of racialized educators, and its implications for developing an authentic international-mindedness that reflects a genuine commitment to diversity, equity, inclusion, and justice. Moreover, the study shows how the concept of Whiteness as property is maintained and reproduced in international schools, perpetuating the marginalization and erasure of racialized voices. The study has implications for international-mindedness to promote a more equitable and inclusive learning environment for all students and educators while challenging the dominant narrative of Whiteness in international schools.
Graduation Semester
2024-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/124367
Copyright and License Information
Copyright 2024 Cynthia Roberson

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