H.E.L.L.A.: Collective "Testimonio" That Speak to the Healing, Empowerment, Love, Liberation, and Action Embodied by Social Justice Educators of Color (original) (raw)
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Despite repeated pleas for diversifying the U.S. teacher force, tea- chers of color who are committed to social justice are often unsup- ported and even pushed out via structural, interpersonal, and pedagogical obstacles within the profession. In response to neolib- eral, colorblind, and apolitical approaches to teacher development and support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development and grassroots activism to center healing from the impacts of oppression in its myriad forms . The ethnographic case study in this article examines how, over the course of three years, a grassroots racial affinity group became an important space for learning and healing for its members. I explain how the group explicitly centered twelve members’ voices, needs, and collective knowledge, and in so doing: (a) collectively cultivated a critical, humanizing, and healing space for their sustainability; and (b) navigated various positions within socially toxic education institutions and organizations. I conclude by discuss- ing how and why critical racial affinity spaces for educators of color are necessary in order to support their personal, political, relational, and pedagogical growth, which has implications on their retention and leadership within the field.
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As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, we first present a series of autoethnographic critical case studies that highlight dilemmas of practice. We then invite readers to examine each case through multiple lenses, as they grapple with the complexities of a visionary path forward. In so doing, we offer tools for critical professional development that articulate, deconstruct, and reimagine social justice–oriented teacher education and activism in this changing landscape. We close with recommendations to increase our collective capacity as social justice teacher educators, placing a central emphasis on the need for community, critical professional development, and hope.
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UNIVERSITY OF CALIFORNIA, SANTA CRUZ DISSERTATION , 2018
Despite repeated pleas for diversifying a predominantly White U.S. teacher workforce, a significant teacher diversity gap persists in almost every state of the country (Boser, 2014). Teachers of Color who enter the profession with commitments to social justice, in particular, face an array of racist structural and interpersonal challenges often leading to their burnout and in some cases push out from the field (Kohli & Pizarro, 2016). In response to neoliberal, color evasive, and apolitical approaches to teacher support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015) to center healing from the damaging impacts of oppression (Ginwright, 2015; Pour-Khorshid, 2016). This three-year ethnographic case study (Yin, 2003) of a California racial affinity group of 12 critical educators of Color (CEoC) committed to healing, empowerment, love, liberation and action (H.E.L.L.A.) offers insights about alternative approaches to teacher support rooted in critical- healing praxes (Cariaga, 2018). Relying on ethnographic approaches such as participant observation (Wilson, 1977), semi-structured interviews (Patton, 2002), and testimonios (Pour-Khorshid, 2016) as focal methods, I utilized grounded theory (Straus & Corbin, 1998) to examine: (a) the nature of learning and interactions that unfold over time, and (b) the v personal and professional impact that members experienced through their participation. The findings from this research illuminate how the group explicitly centered 12 members’ experiences, needs, and collective knowledge to (a) engage in fugitive learning as an act of political and pedagogical resistance to White Supremacy; and in so doing, (b) cultivated a sacred space for soul care and collective healing. I conclude by discussing how and why critical racial affinity group spaces for CEoC offer a more holistic approach to support their personal, political, relational, and pedagogical growth and well-being.
Brazilian education activist Paulo Freire (1970) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross- racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freire’s conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through cross-racial discussions, the women were able to broaden their multicultural understanding of racial oppression as well as strategize solidarity building among diverse students in urban classrooms. This study demonstrates knowledge and insights of teachers of color and highlights the importance of interracial dialogue in school contexts.
Education Sciences, 2024
You can directly download the article here: https://www.mdpi.com/2227-7102/14/7/722 As educational systems are confronted with attacks under the guise of “Critical Race Theory” bans, teacher educators of Color navigate the contradictions of preparing teacher candidates to be culturally sustaining within a suppression of racial discourses. For many teacher educators of Color, who are often tasked to carry out the social and racial justice work of teacher education programs, they are experiencing an exacerbated racial harm. In this article, we explore how a racial-affinity critical race professional development (CRPD) space for teacher educators of Color committed to racial justice serves as a space of support, healing, and regeneration amidst systemic racism and protections to white comfort in teacher education. Weaving together three counterstories from participants in the CRPD, we examine how this space supports teacher educators in recentering communities of Color knowledge systems and ways of being to sustain themselves and reclaim teacher education. These counterstories also offer implications for teacher education to address the ways in which it supports and maintains white comfort and the need for a restorative framework for addressing past and ongoing racial harm.