We can’t do this alone: Validating and inspiring social justice teaching through a community of transformative praxis

Navarro, Oscar

doi:10.1080/03626784.2018.1468212

Cited by 29 publications

(24 citation statements)

References 41 publications

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“…Nonetheless, influencers may have an appeal given their proximity to the classroom and the perceived intimacy they create (Hou, 2018 ). Researchers have also illustrated the importance of sustained engagement in justice-oriented PL (Fernández, 2019 ; Martinez, 2017 ; Navarro, 2018 ), such as multi-year public pedagogy groups (e.g., Kohli et al, 2018 ). However, such groups often require a substantial commitment to an externally mandated schedule, whereas PL via Instagram features low barriers to entry, varied levels of potential involvement, and possibilities for anonymity, which may support continued engagement (Carpenter et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

et al. 2022

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Social media offers potential for educator professional learning, but platforms’ for-profit nature complicates this practice, especially for professional learning around justice-oriented pedagogies. This exploratory study investigated 551 publicly available Instagram posts shared by 11 purposefully sampled, justice-oriented education influencers over an 8-week period as the COVID-19 pandemic and renewed activism for racial justice unfolded in the United States. Qualitative analysis of post content indicated these influencers offered pandemic-related support, while also illustrating, enacting, and engaging culturally relevant and sustaining pedagogies. However, promotional content was abundantly layered within posts and a cohesive message of how to enact culturally sustaining pedagogies was largely absent. Reflecting some of the paradoxes of learning via social media, our findings suggest there is some opportunity for justice-oriented professional learning from social media, however education influencers’ content is limited by platforms’ opaque algorithms and for-profit business models, which govern what influencers post and what followers see.

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Section: Literature Reviewmentioning

confidence: 99%

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

et al. 2022

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“…Critical PD also engages teachers in agentive practices, which are rarely afforded teachers in more traditional literacy PD models (Wagner et al , 2019). At the end of the course, participants expressed a sense of relief knowing that others were grappling with similar issues and to have had the opportunity to reflect on their own ideologies and practices (Navarro, 2018).…”

Section: Professional Development and Critical Literacy Pedagogymentioning

confidence: 99%

“…This is not reflective of the overall structure for the course, as we incorporated grade-and district-level groups at different times to encourage participants to explore topics with certain aspects of their work in mind. This course is an example of critical PD (Kohli, 2019;Kohli et al, 2015;Navarro, 2018), which aims to build community among educators who might feel isolated because of their commitment to social justice and to "provoke cooperative dialogue, build unity, provide shared leadership, and meet the critical needs of teachers" (Kohli et al, 2015, p. 11). The primary goal of the course was to offer teachers with an interest in addressing race and racism in their classrooms opportunities to connect with one another across rural districts within which they may feel isolated and under-prepared enacting anti-racist work.…”

Section: The Professional Development Coursementioning

confidence: 99%

Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course

Lucero

Avelar

2022

ETPC

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Purpose The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history. Design/methodology/approach The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities. Findings Three primary tensions emerged in teachers’ discussion: between geographic and professional identities; between individual and institutional responsibility; and between literacy instruction and critical literacy instruction. In all three cases, teachers expressed the difficulties associated with enacting anti-racist critical literacy pedagogy in their school context, while also leaving space for possibility. Practical implications The findings from this study add to the field’s understanding about how teachers in various contexts approach the work of anti-racist critical literacy pedagogy at different stages in their careers and how teacher educators might support them in doing so. Originality/value This study is important in its focus on professional development for in-service teachers, as much of the work has focused on preservice teachers and those who have been in classrooms for varying lengths of time have different levels of experience and different professional needs (Hambacher and Ginn, 2021). It is also notable that these teachers worked in a semirural, predominantly white district, as teachers working in such geographic locations often do not receive education about engaging with diversity (Anthony-Stevens et al., 2017; Anthony-Stevens and Langford, 2020) and it is essential that teachers and students in these districts are engaged if we are going to make headway in challenging whiteness in schools.

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“…Inclusive of (in)formal and (un)official titles through which they are (un)recognized as leaders, teacher leaders of Color still persist, challenge, and build power for educational justice in counterspaces and in the margins of racialized schooling spaces. Teacher leaders of color agentively co-construct the teacher preparation they deserve (Lee & Pham, in press), organize for their own learning (Navarro, 2018), and develop their own self and collective healing (Pour-Khorshid, 2018;Pour-Khorshid et.al., in press). Considering that the potential for and learning of counterhegemonic leadership primarily occurs in the margins, the practices and ways of being that teacher leaders of Color develop become marginalized and unrecognized within institutions that preserve white, colonial, cis-heteropatriarchal normativity.…”

Section: Intertwined Tales Of Teacher Leadershipmentioning

confidence: 99%

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

Pham

2021

Journal of Teacher Education

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Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of “teacher leadership” marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and “official” teacher leader were simultaneously (re)constructed as catalysts and hindrance for racial progress within and across social spaces. Grappling with these possibilities and tensions at interpersonal, institutional, and societal scales, she reflexively adapted her practices to recenter Black leadership while facing professional consequences. Arguing for radical social change by amplifying the multi-faceted and contested nature of counterhegemonic teacher leadership, I offer implications to foster the critical ingenuity needed to lead in love, solidarity, and justice for and among communities of Color.

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We can’t do this alone: Validating and inspiring social justice teaching through a community of transformative praxis

Cited by 29 publications

References 41 publications

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

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