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

Roberson, Cynthia

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

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

Language

eng

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

Text

Handle URL

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

Copyright and License Information

Copyright 2024 Cynthia Roberson

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