Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Susan Nordstrom

Committee Chair

William Hunter

Committee Member

Ladrica Menson-Furr

Committee Member

Susan Nordstrom

Committee Member

William Hunter

Abstract

In this article, I use Discursive Violence Analysis to analyze the education legislation of years past to compare antiblackness ideals to current events of censorship, banning books, and omission of Black cultural identities. This research is focused on Black students within classrooms today as it relates to education and state curricula mandates. My research centers on inequities in laws that perpetuate antiblackness in discursive ways, with an emphasis specifically in TN as it relates to the current legislation of Prohibited Concepts. I illuminate the current legislation of prohibited concepts as it is a direct attack on the historical truths of the past as it relates to racism and the discriminatory beliefs implemented in educational institutions. The significance of my study is to identify the adverse effects and impact of curriculum violence and school-based racialized trauma that Black students are faced with daily through state-mandated legislation and classroom practices. My research seeks to show educators and stakeholders that the implementation of culturally relevant pedagogy in classrooms helps teachers and students to stand up against members of society who uphold these disparaging beliefs. Culturally Relevant Pedagogy in practice will incorporate the real-life experiences of the students who are in the classroom and will challenge the deficit-thinking and marginalized views.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open access

Download

Share

COinS