Joy Esboldt

Teacher Racial Equity Learning: A multi-level analysis about racial equity meanings, mediations, and mentoring

Drawing from critical learning sciences, sociology, and education policy, this qualitative dissertation examines how new teachers take up and transform available discourses of race, equity, and intersecting relations of power, and how their learning is constrained and co-mediated by the organizations, institutions, and sociopolitical structures that produce them. Specifically, as part of a broader research-practice-partnership with a self-identified equity-oriented school district, this case study examines novice teachers’ learning within a mentoring for equity program and classroom teaching. Situating scholarship on the dynamic connection between local racial discourse and interactions and larger sociopolitical structures (Essed, 2001; Holt, 1995) in conversation with theories of multiple relations of power and subjectivities such as gender, sexuality, ability, and language (Collins, 2019; May, 2015), this study seeks to provide insights about the multilevel systems and structures that support, constrain, and co-constitute the inherently riddled work of socializing teachers into the system while asking them to be antiracist change agents of the system.