2025 Theses Doctoral

Embracing Every Hue: Using our Narratives to Cultivate Healing

Phelps, Darius Montez

This dissertation will explore the intersection of poetic inquiry, narrative reflection, and culturally responsive pedagogy within the context of pre-service teacher education. Rooted in the belief that educators must critically engage with their own identities and positionalities to foster equity in classrooms, this research investigates how reflective and creative methodologies can empower pre-service teachers to cultivate culturally affirming practices.

Drawing on qualitative methodologies, this study integrates poetic inquiry as a lens for analyzing the lived experiences and evolving pedagogical identities of teacher candidates. Narrative reflection, facilitated through structured journaling and dialogic workshops, provides a platform for participants to grapple with the complexities of their cultural, social, and professional landscapes. By centering culturally responsive pedagogy, the research emphasizes the need for teaching practices that honor and sustain diverse student identities while challenging systems of oppression embedded in traditional educational paradigms. The findings of my dissertation study reveal that engaging pre-service teachers in poetic and narrative reflection fosters deeper self-awareness, empathy, and a commitment to transformative teaching.

This study contributes to the growing body of literature advocating for arts-based research methodologies and underscores the significance of culturally responsive approaches in preparing teachers to navigate diverse classroom environments. Ultimately, it positions poetic inquiry and narrative reflection as vital tools for shaping educators capable of creating inclusive and equitable learning spaces.