Date of Award

Spring 6-13-2025

Document Type

Dissertation

Degree Name

Ph.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Brette Garner

Second Advisor

Walton R. Johnson

Third Advisor

Maria del Carmen Salazar

Fourth Advisor

Sheila L. Carter-Tod

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Black studies, Africana studies, Community-based research, Curriculum and instruction, Pedagogy, Photovoice, Transformative education, Undergraduate education

Abstract

Particularly in the context of American K-12 schools, education has been manipulated to control—rather than liberate—students through the erasure and distortion of Black history, experiences, perspectives, and capabilities. Additionally, American schools prioritize memorization and obedience while failing to equip students with critical thinking skills. As a result, students are trained to become workers rather than innovators, worldbuilders, and change-makers. For nearly a century, Black educational critics have stated that these systems were designed to subjugate Black community members through dehumanization and enslavement of the mind. These critiques are foundational to the aims of Afrocentric education which posits the life experiences of African/Black people as focal to analyzing and generating knowledge. As a result, this research explores the discipline of Africana Studies to combat the educational oppression faced by the Black community in the American context.

While studies have clearly proven the existence of Africana Studies effects, more research is needed to understand what makes departments thrive and what challenges should be avoided. The purpose of this study is to address this gap in literature by exploring faculty pedagogical and curricular choices, student engagement in the discipline, and how these choices and engagements affect students’ catalytic consciousness. To achieve these goals in ways that honor the principles of community-based research, I conducted a case study approach using data collection methods including questionnaires, photovoice focus groups, interviews, observations, and documents. Findings reveal faculty pedagogical approaches and curricular selections that strengthen the effects of the discipline by cultivating liberating knowledge, cultural pride, and strategic resistance. Additionally, analysis of student engagement demonstrates the transformation catalyzed by the education offered. Students also shared challenges and recommendations for improvement within the discipline. Overall, this comprehensive study affirms Africana Studies as a liberatory discipline rooted in connection, collective engagement, and love as an action.

Copyright Date

6-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

LaNaya M. Butler

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

273 pgs

File Size

1.8 MB

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