Date of Conferral
Doctor of Education (Ed.D.)
To close a gap in the literature, this study sought to develop a deeper understanding of the processes museum educators use to create inclusive curricula on American slavery. The research design was a qualitative, descriptive, multicase study using data collected from a purposefully selected sample of museum educators, along the Eastern Seaboard region of the United States, who had previously created inclusive curricula on slavery. Null's radical curriculum theory formed the conceptual framework for this study. Individual interviews of 11 museum educators were recorded, transcribed, and coded in two cycles, using in vivo and pattern coding methods. Additionally, examples of curricula developed by participants were pattern-coded and analyzed. The study was guided by two research questions on (a) curricula creation processes and (b) participants' beliefs and assumptions about curricula on American slavery. The findings indicate (a) a range of curricula development processes that consider the successes, failures, and challenges of creating a similar type of curriculum in the past and that (b) participants consider learning about slavery to be essential to understanding race relations and issues in today's society. It is critically important to society that museum educators talk openly about difficult topics and develop curricula on them. Curricula on slavery can help stakeholders understand the connection between the historical context of slavery in America and its influence today, thereby promoting social justice and building stronger communities.
Chitty, Dawn, "Museum Educators' Processes for Creating Inclusive Curricula on American Slavery" (2020). Walden Dissertations and Doctoral Studies. 9339.