Stories of Social Transformation and Resistance: A Narrative Inquiry into the Culturally Sustaining Practices of Teachers of Color

Author

• Daniel E. Hernandez, CUNY Hunter CollegeFollow

Date of Award

Spring 6-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education: Curriculum and Teaching

First Advisor

Melissa Schieble

Second Advisor

Marshall George

Third Advisor

Terri Rodriguez

Academic Program Adviser

Jody Polleck

Abstract

In the United States, persistent inequities in schooling have intensified the need for asset-based  frameworks, such as culturally sustaining pedagogies (CSP), to support students from  communities that have been historically racialized and minoritized. At the same time, growing  political and social resistance to practices of diversity, equity, and inclusion (DEI) has created  barriers for schools and teachers seeking to implement culturally responsive approaches to  teaching and learning. Using narrative inquiry, this dissertation explores the stories of three culturally  sustaining teachers of color to understand how they enact resistance and pursue social  transformation in their classrooms and schools. Through an examination of interviews and  teaching artifacts, the study sought to identify the barriers and tensions Teachers of Color  (TOCs) encounter, the ways their experiences reveal acts of resistance and social transformation,  and how their stories make meaning of culturally sustaining practices. Data was collected  through three in-depth interviews with each participant. Transcripts were analyzed and reshaped  into individual vignettes, centered on participants’ stories of social transformation and resistance. Findings from the study revealed that commitment to culturally sustaining pedagogy is an  ongoing process that begins with reflection and problem identification before moving toward  acts of resistance and social transformation. The study also revealed that teachers of color  emphasized practices that humanized their students, shared classroom authority, and provoked  critical dialogue. Implications for this study can be useful for teacher preparation programs and  school leaders seeking to adopt or understand asset-based approaches to teaching and learning.

Recommended Citation

Hernandez, Daniel E., "Stories of Social Transformation and Resistance: A Narrative Inquiry into the Culturally Sustaining Practices of Teachers of Color" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/hc_sas_etds/1451