Date Approved

7-13-2023

Embargo Period

7-18-2023

Document Type

Thesis

Degree Name

Master of Arts in Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Valerie Lee Ed.D.

Committee Member 2

Kate Kedley, Ph.D.

Keywords

Liberation education

Subject(s)

Culturally relevant pedagogy

Disciplines

Elementary Education | Language and Literacy Education

Abstract

The purpose of this conceptual research was to review literature on the implementation and the implications of liberation education in the elementary literacy classroom, specifically for students of color and white teachers in urban schools. This research discusses educational frameworks tied to liberation education and explores common themes that arise through the literature review. The importance of culturally responsive teaching, critical pedagogy, and multiliteracies pedagogy through literacy instruction is highlighted. Thorough teacher preparation, and active teacher engagement allow for student empowerment. Positive effects of liberation education through literacy for students and teachers are explored. Strides away from traditional teaching to reform education and move toward educational equity are highlighted.

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