Date Approved

6-26-2024

Embargo Period

6-26-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership, Administration, and Research

College

College of Education

Advisor

Ane Turner Johnson, Ph.D.

Committee Member 1

Susan Browne, Ed.D.

Committee Member 2

Cecile H. Sam, Ph.D.

Keywords

social studies curriculum, predominantly white institutions, anti-racism

Subject(s)

Social science teachers; Teacher educators; Women, Black

Disciplines

Curriculum and Social Inquiry | Higher Education | Teacher Education and Professional Development

Abstract

Social studies education at predominantly White institutions in the United States centered Whiteness and Eurocentric knowledge production. In response, Black women teacher education professors employed decolonization strategies to illuminate marginalized voices. This narrative inquiry study explored Black women social studies education professors’ curriculum decolonization experiences at PWIs to understand the unique and vital place Black women teacher education professors held in decolonizing the social studies teacher education curriculum, approaches employed during the process, and ways in which they coped with decolonial resistance. Participant interviews, artifacts, and field texts were collected and analyzed to understand Black women faculty’s decolonization experiences and their meaning. Black women faculty shared experiences that relegated them to carry the brunt of responsibility for decolonization, employing strategies that exposed racial inequities and decentered Whiteness within the curriculum. Results suggested that Black women faculty greatly influenced adequate preparation of a majority White teacher workforce in an education climate that was increasingly hostile to “othered” perspectives.

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Available for download on Friday, June 26, 2026

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