Presenter(s)

    Amber Reeves

    Comments

    Presentation: 11:40 a.m.-12:00 p.m., Roesch Library Collab Space

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    Description

    This session will present a completed case study of one school’s struggles to address limited access using digital outreach to families. This qualitative, action research, case study is designed to explore and understand barriers to inclusion, offering research findings help to address that problem of practice. Findings in this study highlight the implications of antiquated organizational structures and policies interfacing with new social realities, resulting in unintentionally exclusionary practices. In the interest of fulfilling adult education’s social justice goals, Critical Race Theory provides a lens to interpret these findings for greater inclusivity. The lessons learned from this study can assist educators in helping organizations improve access to their services, while examining intersections of power and privilege through structural practices. Adult educators and family literacy practitioners confront similar challenges as digital communication and education are a gateway to access social capital leverage and will benefit from this investigation and subsequent work for greater inclusivity.

    Publication Date

    4-19-2023

    Project Designation

    Graduate Research

    Primary Advisor

    Davin Carr-Chellman

    Primary Advisor's Department

    Educational Administration

    Keywords

    Stander Symposium, School of Education and Health Sciences

    Institutional Learning Goals

    Critical Evaluation of Our Times; Community; Diversity

    Technological Literacy, Underserved Families, and School Choice: A Critical Race Theory Analysis

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