Graduate Studies

 

First Advisor

Loukia Sarroub

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Deborah Minter, Elaine Chan, Lauren Gatti

Department

Teaching, Curriculum, and Learning

Date of this Version

8-2025

Document Type

Dissertation

Citation

A dissertation presented to the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Teaching, Curriculum, and Learning)

Under the supervision of Loukia K. Sarroub

Lincoln, Nebraska, August 2025

Comments

Copyright 2025, Cassandra Schroeder. Used by permission

Abstract

This qualitative study utilizes portraiture methodology to explore how educators in politically conservative and predominantly White schools enact critical literacy teacher agency. Using a theoretical lens of critical literacy and second-wave Whiteness studies, this research examines the lived experiences and instructional moves of four veteran English/language arts teachers. Through cross-case analysis, the study traces how teacher agency is contextually responsive and dependent on their professional identity, awareness of sociopolitical issues, and traditional school curricular expectations. The findings highlight how educators assess risk, navigate community norms, and maintain critical literacy through dialogic pedagogy and strategic adaptation. The four teachers in the study are professionals, carrying light in the shadows, as they take on the role of civic agents who preserve democratic ideals and protect intellectual freedom. This study broadens the field’s understanding of how socially conscious teaching endures, even under pressure.

Advisor: Loukia K. Sarroub

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