Perceptions and understandings of educators working in an MLK street community school in the Central Valley of California.

Source: (2014) Dissertation. Degree of Doctor of Education. University of the Pacific Stockton, California.

This dissertation utilized constructivism and identity frameworks to describe
educators’ interpretations of their work in an urban school located on a Dr. Martin Luther
King, Jr. Street (MLK Streets). MLK Streets have become more associated with the
locality rather than the ideas of the late civil rights leader. Accordingly, how educators
construct their knowledge of the community is as important as the development of
instructional practices. The present case study analyzed data to explore the overarching
research question: What are educators’ interpretations of the work, the school, and
community surrounding their school located on an MLK Street in the Central Valley of
California? Emergent themes included urban teacher identity formation, teaching beyond
academics, making connections, understanding community layers, and constructing
knowledge of MLK Street localities. Findings indicated educators had an implied social
justice awareness that led to significant understandings of the socio-cultural, economic,
pedagogical influences, and historical understanding within the MLK Street community.