Document Type
Dissertation
Publication Date
2025
Abstract
This qualitative collective case study explored high school English teachers’ experiences selecting, planning with, and teaching using multicultural texts. Existing research highlights the benefits of culturally centered theories and models of teaching, and high school English teachers’ first-hand experiences in navigating the systems within which they work while implementing these practices provide valuable first-hand accounts to contribute to research. This study focused on the experiences of high school English teachers as they selected, planned with, and taught using multicultural texts within their complex layers of influence, framed by Bronfenbrenner’s ecological systems theory. In semi-structured interviews, teacher participants shared their lived experiences, offering valuable insight into the ways in which high school English teachers navigate their contexts and layers of influence while engaging in culturally centered practices. Ultimately, this research aims to centralize and project teacher voices as critical sources of knowledge in the application of culturally centered theories and models of teaching.
Recommended Citation
Feron Leabeater, Marine, "Layers of Influence: Examining teacher experiences in the selection and implementation of multicultural texts in secondary English" (2025). Curriculum and Instruction (Ed.D.) Dissertations. 13.
https://kb.gcsu.edu/curriculumedd/13
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Secondary Education Commons, Secondary Education and Teaching Commons