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dc.contributor.advisorKumashiro, Kevin K.en_US
dc.contributor.authorFujiyoshi, Kay F.en_US
dc.date.accessioned2013-10-24T20:48:51Z
dc.date.available2013-10-24T20:48:51Z
dc.date.created2013-08en_US
dc.date.issued2013-10-24
dc.date.submitted2013-08en_US
dc.identifier.urihttp://hdl.handle.net/10027/10198
dc.description.abstractThe purpose of the study is to better understand the complexity in learning and meaning making. By investigating how the attributes of hope, love, and liberation are intertwined in the practices of educators and activists, this research documents my quest to rethink how to prepare educators to teach in urban schools. The research seeks to answer the following questions: 1. What can we learn about preparing teachers for urban spaces from the experiences of urban educators and activists? How would they describe their processes of learning? What do they value as sacred knowledge? What are their expectations of students and how do they ‘teach’? 2. How do we redefine the profession of teaching urban students? How do we compare the wisdom of experienced educators and activists to the expected outcomes of today’s public school system? How can we design teacher education programs to inspire creative, innovative, and transformative intellectualism in prospective teachers? And how can the practice of teaching change the world as we know it? In order to address the inquiry, this study was designed by qualitative research methods in which the stories of educators and activists were gathered and used to enhance my understanding of experiences as an urban educator. I chose to speak to educators and activists age 18 and over who identify their work with social justice, liberation, and transformation. Candidates were diverse in age, race, gender, religion, and profession. I conducted 8 interviews with educators and activists and interviews lasted between 1-3 hours. The project aims to provide a better understanding of the importance of why and how our processes of self-reflection in our personal growth may inform a new model for schools for love.en_US
dc.language.isoenen_US
dc.rightsen_US
dc.rightsCopyright 2013 Kay F. Fujiyoshien_US
dc.subjectUrban teacher preparationen_US
dc.subjectNeoliberalismen_US
dc.subjectCritical Race Theoryen_US
dc.subjectCritical Urban Theoryen_US
dc.subjectSocial Justice Educationen_US
dc.subjectMulticultural Teacher Educationen_US
dc.subjectQuest Narrativesen_US
dc.subjectLove and Educationen_US
dc.titleThe Journey of an Urban Educator: Growing the Soul with Hope, Love, and Liberationen_US
thesis.degree.departmentEducational Policy Studiesen_US
thesis.degree.disciplinePolicy Studies in Urban Educationen_US
thesis.degree.grantorUniversity of Illinois at Chicagoen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePhD, Doctor of Philosophyen_US
dc.type.genrethesisen_US
dc.contributor.committeeMemberAyers, Billen_US
dc.contributor.committeeMemberStovall, Daviden_US
dc.contributor.committeeMemberQuinn, Thereseen_US
dc.contributor.committeeMemberMiyamoto, Yukien_US
dc.type.materialtexten_US


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