Teacher Perceptions on the Social Justice Impact of Saeed's Skits in American History Classrooms

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dc.contributor.advisorWhite, Cameron S.
dc.contributor.committeeMemberMountain, Lee
dc.contributor.committeeMemberBrower, Samuel R.
dc.contributor.committeeMemberPohl, Bernardo E.
dc.creatorSaeed, Sheryl Raffat
dc.date.accessioned2019-09-14T19:13:34Z
dc.date.available2019-09-14T19:13:34Z
dc.date.createdMay 2017
dc.date.issued2017-05
dc.date.submittedMay 2017
dc.date.updated2019-09-14T19:13:35Z
dc.description.abstractBackground: A plethora of research exists to support arts integration, such as Saeed’s skits. However, public school teachers who desire to implement activities like Saeed’s skits face an ever-increasing loss of autonomy and pressure to conform. Some teachers find ways to continue teaching in ways that they feel are effective for their own classrooms. Purpose: The researcher, an author of numerous content-rich, humor-infused history skits (“Saeed’s skits”), sought to illuminate teacher perceptions about their social justice impact (student engagement and sense of community) in American History classrooms. Methods: The researcher utilized narrative self-inquiry as well as narrative and focus group interviews with two teacher participants who had utilized Saeed’s skits in their classrooms. All interviews were transcribed, then narratives (stories) were created for each participant. The stories facilitated the data analysis (coding) process. A flexible coding scheme was used to isolate recurring themes in the narratives for analysis. Results: The researcher and two teacher participants shared many similarities in background and preferred teaching strategies. All participants reported perceptions of Saeed’s skits as having increased the social justice climate in their history classrooms. Emergent themes included the increasing loss of teacher autonomy (focus on testing, district-mandated materials, micromanagement, and a need for coping/system-bucking behaviors) and the influence of teacher mentoring upon feelings about arts integration, including Saeed’s skits. Conclusion: The researcher and both teacher participants provided evidence that Saeed’s skits were effective in promoting social justice in history classrooms. Concurrently, all three reported increasing district encroachment upon teacher autonomy and had devised many short-term coping behaviors as they navigated ways to continue using activities of their own choosing. Ideas were generated for possible long-term social action on this problem.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.citationPortions of this document appear in: Saeed, Sheryl Raffat. "US History Skits: Just a Spoonful of Sugar..." Journal for Learning through the Arts 12, no. 1 (2016): n1.
dc.identifier.urihttps://hdl.handle.net/10657/4611
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. UH Libraries has secured permission to reproduce any and all previously published materials contained in the work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectArts integration
dc.subjectSocial sciences
dc.subjectAmerican history
dc.subjectTheatre
dc.subjectRole-play
dc.subjectDrama
dc.subjectSkits
dc.subjectSocial justice
dc.subjectStudent engagement
dc.subjectSense of community
dc.titleTeacher Perceptions on the Social Justice Impact of Saeed's Skits in American History Classrooms
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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