Cultural Synthesis: Racial Justice Professional Development for Teachers of Color

• In Event: Critical Professional Development as Dialogical Action: Centering Teachers' Social Justice Needs

Abstract

Objectives and Theoretical Framework
Freire (1970) describes cultural invasion as a key tenet of anti-dialogical action, when invaders “impose their own view of the world upon those they invade and inhibit the creativity of the invaded by curbing their expression” (p.152). In the case of APD, districts and education corporations typically enter school contexts with little input from teachers or the community about their needs and goals (Wilson & Berne, 1999). These PDs leave teachers with few tools specific to their contexts, and with little agency to apply their knowledge and skill to their own craft.
In opposition to cultural invasion, Freire names the fourth tenet of dialogical action, cultural synthesis. In cultural synthesis there are no imposed models or prescriptions; instead, the people critically analyze and take action on their reality. In the case of K-12 schooling, PD that involves cultural synthesis allows teachers to critically analyze and act upon issues and contradictions specific to their contexts, rather than mindlessly following imposed curriculum. This action is guided by the struggles of the people, and decided with the people, ensuring that change begins from collective vision of the oppressed. This paper will share a model of CPD called the Institute for Teachers of Color (ITOC) that is focused on the retention, support and growth of teachers of color committed to racial justice. While also embodying cooperation, unity and organizing, ITOC was built as cultural synthesis, in direct response to the needs of working class, communities of Color and the social justice-oriented teachers who work to serve them. It creates a context for teachers to critically analyze and act on issues of inequity and oppression.

Methods and Data Sources
Data was collected through applications, evaluations, audio recordings and ethnographic observations of the process and experience of ITOC. Out of 250 attendees, 218 ITOC attendees self-selected to participate in the data collection of this study; they varied in race, age, gender, sexual orientation and years teaching.

Findings and Significance
ITOC is structured through cultural synthesis as teachers of Color are guided to examine racial barriers of their schooling contexts and offered tools to challenge racial injustice. There are three main steps to how cultural synthesis was developed within ITOC: First, the facilitators examined the realities that teachers of Color face in schools. Second, theoretically rich dialogue was offered to (re)frame these particular issues. Lastly, teachers were given space to apply these frameworks to their specific school contexts through action-oriented working groups. ITOC was intentionally constructed within a supportive community to facilitate dialogical action. One teacher shared, “I felt over and over again, the balance of discomfort/challenge and safety/love that I feel to be what all human beings require to grow and develop. I felt troubled and humbled, while always feeling valued and appreciated at the same time.” Embedded in cultural synthesis, this balance of love, support, and challenge are all pieces that must be present for CPD to exist as dialogical action.

Author

• Rita Kohli, University of California - Riverside