Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-16-2026

Abstract

In the late 90s, at Rehoboth Christian school, a small private boarding school in northwest New Mexico, I had four different English teachers in my four years of high school. All but two of my teachers at that time would be considered outsiders to the community in which they taught. Teacher outsiders leave schools and districts at higher rates than insiders to a community; this is especially true for rural and remote areas (Hudson et al., 2020). The purpose of this autoethnographic study is to analyze my history as a cultural outsider and insider in relation to my core beliefs about education and schooling. I conducted my analysis through a framework of cultural humility, situating my own experiences within the research to know the historical and cultural setting of schools in northwest New Mexico. Data collection and analysis focused on artifacts, observations, journaling, memories and archival research. Through this study, I examine and tell my story in pursuit of truth, grace, and reconciliation, with the hope that other cultural outsiders may learn from my experience.

Keywords

Autoethnography, cultural humility, insider/outsider identity, Indigenous education

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia Walker

Second Committee Member

Allison Borden

Third Committee Member

Russ Romans

Fourth Committee Member

Matthew Mingus

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