The Adoption and Sharing of Critically Inclusive Practices

• In Event: 58.047 - Power, Culture, and Inclusivity: Critical Dialogues Promoting Teacher Reflection and Action

Abstract

Our university-based professional development partners with teachers in an urban school district in collaborative inquiry that incorporates teaching practices that challenge cultural assumptions about difference and ability and reflect inclusive pedagogies. This study focuses on teachers’ learning experiences during monthly Inquiry to Action teams. Although each Inquiry to Action team had an overarching focus, undergirding all teams was the notion of becoming a critically inclusive educator. Drawing from a framework of critical inclusivity, we analyzed survey, interview and case study data, examining the inclusive practices that were adopted and shared by teachers. In an era where educational reform is often top-down and silences teacher voice and agency, we explored how and why certain inclusive practices were adapted, shared and spread.

Authors

• Dahlia Hamza Constantine, Teachers College, Columbia University

• Katherine Newhouse, Teachers College, Columbia University

• Jenna Kamrass Morvay, Miami University - Oxford

• Celia J. Oyler, Teachers College, Columbia University