Solidarity with the People: Organizing to Disrupt Teacher Alienation

Martinez, Antonio Nieves; Valdez, Carolina; Cariaga, Stephanie

doi:10.1080/10665684.2016.1194104

Cited by 27 publications

(15 citation statements)

References 20 publications

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“…Although research exists that demonstrates the importance of counterspaces in supporting students of color as they confront racial microaggressions and otherwise hostile learning environments (see Carter, 2007; Solórzano, Ceja, & Yosso, 2000), similar spaces for inservice educators have been underutilized and underexplored. Schools and school districts should institute means of supporting teacher-led, praxis-oriented PD such as the People’s Education Movement (Martinez, Valdez, & Cariaga, 2016) and invest in approaches that have proven effective for the PD of educators of color such as the Institute for Teachers of Color Committed to Racial Justice (see Kohli, 2016).…”

Section: Resultsmentioning

confidence: 99%

“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness

Jackson

Knight-Manuel

2018

Journal of Teacher Education

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This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education–professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators’ work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students’ college and career readiness. We explore how secondary educators of color utilize pedagogical tools and practices in attempting to support their Black and Latino male students’ navigation of particular inequities related to college knowledge and access. Our findings highlight educators’ experiential knowledge as a pedagogical tool, approaches to preparing students for postsecondary opportunities, and missed opportunities to enact a sociopolitical consciousness. Recommendations for inservice educator PD and future research are discussed.

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Section: Resultsmentioning

confidence: 99%

“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness

Jackson

Knight-Manuel

2018

Journal of Teacher Education

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“…Borrowing from grassroots organizing models of self and community-based education, a growing number of justice-oriented teachers—including many teachers of Color—rely on CPD outside of formal teacher education and school-based professional development (Picower, 2015; Pour-Khorshid, 2016) to develop racial literacy in collectivized spaces. Building upon long-standing frameworks of critical teacher inquiry (Ritchie & Wilson, 2000) and teacher inquiry groups (Martinez, Valdez, & Cariaga, 2016; Rogers, Kramer, Mosley, & Literacy for Social Justice Teacher Research Group, 2009), CPD is participatory and theoretically rich. From intimate to expansive, from frequent meetings to annual or biannual convenings, it is designed to strengthen community, critical literacy, and focus teachers’ efforts toward transformative teaching.…”

Section: Teachers Of Color and Hostile Racial Climatementioning

confidence: 99%

Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention

Kohli

2018

Journal of Teacher Education

102

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With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their reflections reveal how teacher education programs—justice oriented or not—fell short in preparing them for the hostile racial climate of schools, thus putting them at increased risk of being pushed out of teaching. This article also points to collectivized teacher-led spaces of racial literacy development—framed as critical professional development (CPD)—that have helped to sustain them in the field. These teachers’ narratives offer significant insights for teacher education to better prepare teachers of Color for long, effective, and transformative careers.

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“…Some educators have organized grassroots efforts outside of school time to collectively design curricula that center students’ healing and identity development (e.g., Coffey & Cariaga, 2015) through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015). In these groups, teachers collaboratively design curricula that use social justice pedagogy (Valdez et al, 2018), meet learning standards, for example, CCSS (Coffey & Cariaga, 2015), while also attending to educators’ needs for healing (Pour-Khorshid, 2016) and engagement in political education and activism (Kokka, 2018; Martinez, Valdez, & Cariaga, 2016).…”

Section: Discussionmentioning

confidence: 99%

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Kokka

2018

Urban Education

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Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students’ sociopolitical consciousness, mathematics learning, and well-being.

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Solidarity with the People: Organizing to Disrupt Teacher Alienation

Cited by 27 publications

References 20 publications

“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness

“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness

Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

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