Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative | equity pedagogy

Abstract

In this manuscript we describe our journey as two White coteachers conducting interpretive research with Black and Brown students in a remote-learning teacher preparation course in New York City. In the context of uncertainty, during the twin epidemics of COVID-19 and racial injustice, we explore how we reframed our contemplative pedagogy by embracing an equity-oriented framework. We share stories about moments of awakening drawn from spaces between us and our exceptional cohort of special education teachers -reflections about sensations, emotions, biases, and lived experiences as we embrace the identity of interbeing. Specifically, we explore transformations in our approach to process orientation, reflective journaling, heuristic methodology, and event-oriented inquiry as enacted in the course. We advocate for supporting faculty and students in contemplative enactments to build trust, relationship and communication essential for centering equity in response-able education.

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

“…Further, Korthagen (2017) asserts that professional development in the form of learning communities sustained over a period of time can provide teachers with a safe environment to address their concerns, thus leading to new and effective teacher behaviours. Such initiatives can focus on system-level implementation and maintenance of wellbeing interventions over time (Fazel et al, 2014) applying a holistic approach (Higgins & Goodall, 2021;McCallum, 2021;Powietrzynska et al, 2021) that clearly 'identifies inhibiting and enabling strategies' (McCallum & Price, 2010, p. 19). Such effective approaches focus on scaffolding reflective practice and the building of relationships (Lemon & McDonough, 2023;McDonough & Lemon, 2022;Murphy et al, 2021).…”

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

“…Banks (1995 , p. 152) defined equity pedagogy as teaching strategies and classroom environments that can help even disadvantaged and marginalized students to become “reflective and active citizens of a democratic society.” To that end, teachers should be interest-driven and student-centered, prioritizing students’ linguistic and sociocultural needs, offering them equal learning resources and opportunities, and advocating group communication and collaboration so that every student can be engaged in a fair and just learning environment ( Gay, 2013 ; Januszyk et al, 2016 ). By revisioning and reenacting contemplative equity pedagogy from a humanity lens, Powietrzynska et al (2021) advocated for building rational trust and authentic relationships between teachers and students to embrace equity.…”