Fight the Powers That Be: Challenging White Supremacy Through the Cultivation of Cultural Humility Amongst Preservice and Practicing Educators

Abstract

Due to globalization, the United States is more diverse than ever, with Students of Color predicted to be in the majority in public schools by the year 2035. However, about 90% of teachers are white, middle-class, and monolingual English speakers who often come to the classroom without sufficient training in a culturally responsive, social-justice oriented approach to teaching. This thesis introduces the concept of cultural humility and then uses Critical Race Theory (CRT) as a framework to examine the benefits of incorporating cultural humility into teacher preparation and professional development. Through a critical literature review of articles on cultural humility, cultural competence, and current manifestations of racism in schools, this thesis proposes viable solutions for dismantling the oppressive pedagogy of the K-12 education system.