Teachers of Color as Political Agents Taking Up Educational Justice

• In Event: "The Struggle Itself Is the Point": Critical Race Analyses of the Preparation and Praxis of Teachers of Color

Abstract

This paper describes findings from critical case studies of three teachers of Color and explores how they are positioned as political agents, as evidenced by their civic dispositions, knowledge, and actions, to take up the unfinished project of educational justice (Author, 2014). Critical race and teacher development theories are applied in this research study to grapple with how teachers of Color evidence political constructs of justice, community, and change agent to achieve the following objectives: a) investigate the civic dispositions, knowledge, and actions enacted and expressed by teachers of Color in relation to educational structures in schools and b) unpack how teachers of Color utilize political constructs of community, justice, and change agent to understand and combat structures of racism in oppressive educational contexts.

Critical race and teacher development theories frame this research study because a) critical race theory is a type of critical social theory that examines the relationship between race, racism, and power in institutions, policies, and social norms that can illuminate understandings of teachers of Color experiences (Brown, 2014; Kohli, 2012; Milner, 2008) and b) critical teacher development explores non-dominant teacher development models which helps to explain how teachers of Color are cultivated to challenge the reproduction of power and privilege in schools in knowledge centered communities of practice (Author, 2014; Mirra & Morrell, 2010).

Critical case study methodology was employed to honor intersectional perspectives and experiential knowledge for worthy portrayals of diverse and non-dominant communities (Bernal, Burciaga, & Carmona, 2012; Dixon, Chapman, & Hill, 2005; Ladson-Billings, 2000; Solorzano & Yosso, 2002). Three teachers of Color (one African American male pre-K teacher, one Mexican male math high school teacher, and one Mexican female math high school teacher) teaching in urban school contexts were selected for the yearlong study through purposive sampling and data sources of questionnaires, field observations, interviews, focus groups, and program documents were collected from teachers of Color, administrators, and community-based organization leaders.

The study revealed two key findings: 1) teachers’ of Color civic dispositions, knowledge, and actions were interwoven with the sociopolitical critiques of local geographic structures that limited community resources for citizens of Color in general, and educational resources for students of Color in particular and 2) teachers’ of Color educational justice work to understand and combat structures of racism took place at school, city, and state levels in dynamic and multi-faceted ways such as meaning making and planning at community organizing meetings with teachers in their neighborhoods; visits to speak with state representatives and testimonies at state legislature; launching of petitions and postcard campaigns citywide; and hosting community issues events at schools. These findings suggest that the political constructs of justice, community, and change agents may be meaningful intellectual tools for supporting teachers of Color take up educational justice. Also, teacher educators, instructional coaches, and / or administrators committed to educational justice may consider how an exploration of critical race and teacher development theories can help deepen their work with teachers of Color in praxis in urban school contexts.

Author

• Conra D. Gist, University of Arkansas