Examination of How Integrating Ethnic Studies and the Transformative Student Voice Framework in a Voice-Based Program Reinvigorated a Sense of Community on a Middle School Campus

Abstract

The middle school of study seeks to develop leaders in this world. However, the traditional oracy curricula and voice-based program the school originally adopted sought to develop students as future employees. Consequently, the problem at hand was how to connect the oracy curriculum to the principles of social justice to actualize the school’s mission. This qualitative study explored lessons from educators who have taught a voice-based course in an in-person and virtual environment. Specifically looking at the decisions middle school educators considered when integrating transformative student voice and ethnic studies into a voice-based course. From the lessons, decisions, and perspectives of the participants, the study outlined the essential training and resources needed to effectively integrate transformative student voice and ethnic studies into a voice-based course. The dissertation study primarily reviewed semistructured mid and post interviews and combined the data with supplemental classroom observations and limited curriculum review for a thorough examination of the findings. The findings indicated a significant impact on student voice and increases in student awareness and consciousness. In addition, the findings support the need for the middle school community to continue to engage in collaborative conversations and on-going professional development surrounding the best ways to teach students in a voice-based course through the integrated use of the transformative student voice framework and ethnic studies