Educators Coming Together to Empower Learners, Families, and Teachers in Developing Culturally Responsive/Sustaining Postsecondary Transition Plans During COVID-19

Bleidorn, Christoph; Jez, Rebekka J.; Hauth, Clara

doi:10.1007/978-3-031-10642-2_15

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Skep verandering, or creating transformation or phenomenal change, is an Afrikaans word we chose to reflect on how sustainable change was created. This reflection echoes what past Changemakers have wanted, more time (Jez et al 2022b). Overall, the Changemakers' final reflections highlighted a reawakened understanding and commitment to being responsive to learners, collaborating, celebrating and inspiring others.…”

Section: Skep Verandering [Igniting]supporting

confidence: 66%

“…Fourthly, professional development should be continuous, applicable and relevant to the school (Christofferson & Sullivan 2015;Jez & Luneta 2018;Jez et al 2022a;Meda et al 2022;Siebert 2005;Wei et al 2009). The Changemakers believe that in order to serve learners effectively, teacher preparation programmes should reimagine authentic opportunities in the field while they are learning to teach (Jez et al 2022b). Conversely, veteran teachers can learn from the preservice teachers who come in with current evidence-based practices (Jez et al 2022a).…”

Section: Reason For Teachingmentioning

confidence: 99%

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Changemakers share their why, collaborate as critical friends, and highlight leadership skills

Jez,

Dennis,

Coleman

et al. 2023

African Journal of Teacher Education and Development

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Background: Changemakers are justice-minded individuals working toward implementing positive and sustainable change within their communities.Aim: The project created a space for Changemakers to connect, engage in critical dialogue, and leave with shared knowledge and skills to dismantle oppressive, deficit-based educational systems in the aftermath of COVID-19.Setting: From October 2021 to June 2022, 18 American and South African Changemakers from primary, secondary, and higher education institutions exchanged messages about their regional context and attended the Changemaker Symposium in South Africa.Method: This qualitative study examined how the Changemaker framework guided educators to frame [ubuntu], convene [masikhule], and ignite change [skep verandering]. They framed the strengths and challenges in their regions. Teams convened to address challenges using assets-based ideas that oppose deficit thinking and allow them to become leaders who ignite agency to ignite systemic change. The individual and group narratives were collected via open-ended questions, group discussions, and written artifacts.Results: They developed statements on: exploring reasons for teaching, collaborating with critical friends, and developing critical leadership skills. A phenomenological analysis of the narratives examined commonalities within each Changemakers’ lived experience.Conclusion: Findings indicate that this process allowed participants to collaborate and reimagine ways to inspire others while renewing their commitment to the responsibilities they face as educators affected by the pandemic.Contribution: From this project, educators have a framework to participate in global discourse that illuminates commonalities through critical friendships, decreases burnout, humanizes their experiences and increases the implementation of culturally responsive and sustaining inclusive practices.

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Section: Skep Verandering [Igniting]supporting

confidence: 66%

Section: Reason For Teachingmentioning

confidence: 99%

Changemakers share their why, collaborate as critical friends, and highlight leadership skills

Jez,

Dennis,

Coleman

et al. 2023

African Journal of Teacher Education and Development

Self Cite

View full text Add to dashboard Cite

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Culturally Responsive/Sustaining Transition for At-Promise Youth

Jez

2024

Career Development and Transition for Exceptional Individuals

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At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators.

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Educators Coming Together to Empower Learners, Families, and Teachers in Developing Culturally Responsive/Sustaining Postsecondary Transition Plans During COVID-19

Cited by 2 publications

References 14 publications

Changemakers share their why, collaborate as critical friends, and highlight leadership skills

Changemakers share their why, collaborate as critical friends, and highlight leadership skills

Culturally Responsive/Sustaining Transition for At-Promise Youth

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