Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Community Health

Department/Program

Counseling

Thesis Sponsor/Dissertation Chair/Project Chair

W. Matthew Shurts

Committee Member

Leslie Kooyman

Committee Member

Kathryn Herr

Abstract

This participatory action research (PAR) study investigated the learning and action of a racial and social justice book club composed of educators within a public school district. Over several years, the group engaged in collaborative cycles of inquiry, reflection, and systemic action to deepen understanding of racism, power, and equity in education. Framed by Bronfenbrenner’s Ecological Systems Theory, Relational-Cultural Theory, and Transformative Learning Theory, this study explored how learning in community supported both personal and collective transformation. Findings highlight that the book club functioned as a relational and intellectual space where vulnerability, critical reflection, and mutual accountability fostered growth-fostering relationships and critical consciousness. The study demonstrated how educator-led collectives rooted in PAR can serve as effective mechanisms for justice-oriented professional learning and systemic change in public education. This dissertation contributes to the literature on critical professional development, racial and social justice education, and action research. It underscores the importance of relational approaches to equity work and offers an actionable model for practitioner-driven transformation grounded in reflection, dialogue, and courageous collective action.

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