2026-09-20T23:04:32Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124367 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Pak, Yoon Pak, Yoon Ward Hood, Denice Kang, Hyun-Sook Thorstensson Davila, Liv 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Cynthia Roberson, accepted the attached license on 2024-04-22 at 14:28. The student, Cynthia Roberson, submitted this Dissertation for approval on 2024-04-22 at 14:41. This Dissertation was approved for publication on 2024-04-22 at 16:19. DSpace SAF Submission Ingestion Package generated from Vireo submission #20548 on 2024-09-16 at 00:35:48 Disrupting homogeneity: counternarratives of racialized educators working in international schools and the interrogation of international mindedness Roberson, Cynthia 2024-04-22 Qualitative Counternarratives Narrative Inquiry Whiteness As Property Crt Cultural Competence White Gaze Racism International Schools International Mindedness 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. Text eng https://hdl.handle.net/2142/124367 Copyright 2024 Cynthia Roberson Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp