Abstract

This study explores one Appalachian educator's beliefs and judgments about her students' literacy practices after returning to her Appalachian hometown to teach at her alma mater. Upon her return, she experienced discomfort with the thoughts she had about her Appalachian students, recognizing that they reinforced stereotypes. Through the S-STEP process, the educator identifies her beliefs and judgments of her students, the teaching practice she engaged in over time, and the changes in her beliefs and judgments during a community literacy project. This period of critical self-study lasted 3 months, and the educator intentionally engaged in culturally sustaining pedagogy. Findings revealed that beliefs and judgments became more positive throughout the S-STEP process, teaching practices evolved to engage in more culturally sustaining pedagogy, and that the educator's relationship with her community was influenced by her relationship with her students. This study offers a process for examining teacher beliefs and judgments, identifying teacher practices, and revealing evolved change.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/