2026-09-23T18:44:29Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/115823 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Pak, Yoon Pak, Yoon Kang, Hyun Hood, Denice Mason, Curtis 2022-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-14 without embargo terms The student, Alyssa Pavlakis, accepted the attached license on 2022-04-19 at 22:20. The student, Alyssa Pavlakis, submitted this Dissertation for approval on 2022-04-19 at 22:26. This Dissertation was approved for publication on 2022-04-20 at 12:28. DSpace SAF Submission Ingestion Package generated from Vireo submission #17825 on 2022-11-14 at 17:34:05 Truly antiracist?: An investigation into the effects of an anti-racist approach to To Kill a Mockingbird Pavlakis, Alyssa 2022-04-20 To Kill a Mockingbird Canon Critical Consciousness Cultural Competence Culturally Relevant Pedagogy Critical Discourse Analysis To Kill a Mockingbird (TKAM) is a text that is widely read in the high school canon. Despite its problematic images of Black characters, studies have indicated that when taught using culturally relevant pedagogy (CRP), reading TKAM can help students build cultural competence and critical consciousness. However, these studies do not include the voices of Black students. This study tried to fill this void by conducting a case study on three classes of honors Freshman in a micropolitan area who are reading TKAM through a CRP lens. Through classroom observations, interviews and writing samples this study looked to answer the following questions: What are the perceptions, experiences and feelings of Black high school students who read TKAM in a micro-urban school district? How and in what ways does using TKAM affect Black students’ sense of self? How do the experiences of Black students reading TKAM compare to those of White students? Once data was collected it was coded for themes relating to student emotion, cultural competence, critical consciousness, peer relationships, and engagement. Examples of common themes were chosen and then evaluated using critical discourse analysis. Ultimately, this study found that while there are benefits and disadvantages to reading TKAM in this way, many of the benefits applied exclusively to White students. Additionally, while Black students were able to have a space to use their voice and gain community, it was overwise a very negative experience. Recommendations include use of a different text and better teacher training. Thesis eng https://hdl.handle.net/2142/115823 Copyright 2022 Alyssa Pavlakis Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp