Date of Award
Summer 2024
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Transformative Education and Social Change
Committee Chairperson
John Elmore, Ph.D
Committee Member
Jason Wozniak, Ph.D
Committee Member
Dana Morrison, Ph.D
Abstract
Many education reforms have been implemented as a solution to the ongoing problems with schooling. One of these reforms is Teach for America, and over the years, their impact has been met with criticism. Most of that criticism is mostly because of predominantly of their predominantly white members who teach in predominantly black and brown schools. The disconnect between cultures and the lack of efficient training is a combination that keeps teachers and students from learning and growing to their full potential. Schooling for black children in America has not always been met with their best interest at heart. The oppressive systems in America have made education extremely difficult for black and brown children all over the country. Over the years I’ve noticed the continued disappointment and negative impact the education system has had; and continues to have, on black and brown children. These reforms tend to strip students of their identity and over time, a loss of community in their classrooms and their neighborhoods. Community is imperative to a student’s growth. The solution I’m proposing in this thesis is a program that involves being a part of these students’ community. Teachers who are part of these accelerated certification programs, will actively participate in community outreach. Which fosters a sense of passion, understanding, and respect for the black and brown children they teach
Recommended Citation
Jackson, Desiree, "Accelerated Teacher Certification Programs: The “Modern” Movement for Deculturizing Brown and Black schools" (2024). West Chester University Master’s Theses. 335.
https://digitalcommons.wcupa.edu/all_theses/335