The Trauma-informed Equity-minded Asset-based Model (TEAM): The six R’s for social justice-oriented educators (original) (raw)

"Educate Your Heart Before Your Mind": The Counter-Narratives of One African American Female Teacher's Asset-, Equity-and Justice- Oriented Pedagogy in One Urban School

Urban Education, 2020

This article narrates one African American female teacher's asset-, equity-, and justice-oriented pedagogy with foci on culturally responsive pedagogy and authentic caring in teaching in an urban school from the joint perspectives of community cultural wealth, funds of knowledge, and funds of identity. Drawing upon humanizing counter-narrative research methodologies, this article foregrounds traditionally oppressed groups' repressed voices concerning culturally responsive pedagogy and authentic caring for improving culturally and linguistically diverse students' academic achievements. These findings show how culturally responsive pedagogy can facilitate students' learning cognitively, culturally, and politically. Furthermore, this research illustrates how authentic caring-the supportive reciprocal rapport between teachers and students-helps to increases the students' academic achievement but also fosters teachers' implementation of the asset-, equity-, and justice-oriented pedagogy. Finally, the implications

Visibilizing our Pain and Wounds as Resistance and Activist Pedagogy to Heal and Hope: Reflections of 2 Racialized Professors

Diaspora Indigenous and Minority Education, 2021

This article reflects experiences of two racialized professors from a Critical Race Theory (CRT) paradigm teaching in Canadian teacher preparation and educational leadership programs across multiple universities. The analysis of their lived experiences as counter-stories through storytelling focuses on how their identities, bodies, course content, and activist pedagogies are read and received teaching predominantly white students and working with non-racialized colleagues. The authors situate the microaggressions they experienced from administrators, colleagues, students, and larger community members, while teaching about anti-black racism, white supremacy, and other equity topics in education that challenge normalized metanarratives which at times make others uncomfortable. The authors seek to disrupt and challenge these normalized policies and practices within teacher education programs and within publication processes that privilege whiteness, and disadvantage Black, Indigenous, people of color (BIPOC), and other minoritized identities. The sharing of counter-stories embedded with pain serve two purposes: to heal from traumatic experiences via sharing in solidarity with other brave voices, and simultaneously to disrupt and promote an activist pedagogy that calls-out inequities as a form of resistance, even within spaces and departments whose identity is shaped by their support for equity and social justice. The objective is to challenge the incongruencies and paradoxes between theory and practice within the enactment of equity in teacher education programs rooted in tokenism, color-blind/neutral policies, and performance politics. A series of recommendations are outlined to work toward centering non-dominant bodies, histories, voices, and cultural capital to prepare teacher candidates who can constructively engage in equity work by understanding interconnections between power and privilege, instead of remaining stagnant in deficit thinking rooted in fear and weaponization of bodies unknown to their cultural identities and lived experiences.

Undergraduate Students Partnering with Staff to Develop Trauma-informed, Anti-racist Pedagogical Approaches: Intersecting Experiences of Three Student Partners

2021

When the global pandemic intersected with the worldwide Black Lives Matter uprisings, undergraduate student partners, paid by the hour in an extension of an existing pedagogical partnership program, researched resources on trauma-informed, anti-racist and equitable approaches to hybrid and remote teaching and learning, contributed to annotated outlines of these resources gathered on a publicly accessible web page and met in pairs with cohorts of academic staff at our own institutions and across a ten-college consortium to consider how to implement the recommendations in the resources. Autoethnographic accounts of three black, Asian and minority ethnic (BAME) student partners’ experiences of this work revealed pedagogical partnership as: 1) a space for affirming the lived experiences of BAME students; 2) a structure that supports students in developing language to name their experiences so that staff can hear, respond to and act on them in revising pedagogical practices; 3) a way to ...

H.E.L.L.A.: Collective "Testimonio" That Speak to the Healing, Empowerment, Love, Liberation, and Action Embodied by Social Justice Educators of Color

2016

This author utilizes collective testimonio (Sanchez, 2009) as a process for homemade theory making or what Anzaldua and Keating (2000) called conocimientos . This collective testimonio brings together the stories and experiences of three educators of color within a California grassroots social justice critical study group created exclusively for people of color. In a profession dominated by more than 80% White teachers (Goldring, Gray, & Bitterman, 2013), these teachers of color share stories of resiliency and the community cultural wealth (Yosso, 2005) they possess and have utilized to thrive within an oppressive education system. Applying Critical Race Theory’s tenet of counternarrative, their individual and collective testimonio speak back to the dominant discourses about people of color as being deficient and lacking dominant cultural capital (Bourdieu, 1986) and instead, highlights how internalized and institutionalized forms of racism serve as obstacles as well as motivation t...

Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World

Journal of Teaching and Learning, 2017

Educational environments that exist in pluralistic societies today prove to offer students little purpose to attend school and limited support in becoming successful. The lack of understanding the needs of students, along with preconceived notions of cultures and identities of communities of colour have resulted in a partial eradication of student cultures, and the creation of vulnerable, stigmatized, and marginalized student populations. The "divide that exists between many educational institutions and the students they are supposed to serve" (Paris & Alim, 2017, p. 95) only continues to grow because students do not feel that their identities are affirmed through the curriculum taught; it is irrelevant, impractical and exclusionary to their backgrounds, experiences, and lives. Identifying the various challenges that students of colour are faced with in schools is the first step towards finding a possible solution to address those issues and concerns. Several educators and researchers, under the editorial guide of Paris and Alim (2017), tackle the history of pathologizing students-the silencing and ignoring their voices, the overrepresentation of white teachers in the classroom, and the numerous discourses related to teaching and diversity-to offer a possible solution through the implementation of culturally sustaining pedagogies (CSP). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World begins with the editors explaining the way in which the book came together and identifying the contributors to the volume. Following this, the introductory chapter provides a definition of CSP, explains its meaning and importance, and identifies the goal of the book, which according to the editors involves thinking through the implications of CSP, pushing its theoretical boundaries, growing its practice through case study and critique, and bringing theory and practice together to