Painting the Experience of Black Elementary School Teachers: A Portraiture Perspective Case Study

Abstract

This case study uses a conceptual framework that pieces together Critical Race Theory, Intersectionality, and Black Feminist Theory to elevate the voices of Black elementary school teachers allowing for their lived experiences to be seen through a portraiture perspective. The words of the participants have been woven together to create art/poetry that depicts what it means to be a Black educator presented through their individual perspectives. Eight themes were uncovered that act as unifying ties connecting the lived truths of each educator to one another. Through sharing the lived stories of these individuals this study aims to shine light on what it means to be a Black educator moving through a predominantly White working environment. This study stands as a platform to assist with uplifting the voices of the participants and vitalizing the voices of Black female educators giving them a seat at the table so they can be heard.