41.029 - Teachers of Color as Wounded Healers: Disrupting Dehumanization in the Teaching Profession

Session Type: Symposium

Abstract

Recognizing that toxic stress can block the path from knowledge to action for educators of color serving disenfranchised communities, this symposium will examine interventions used to disrupt educational structures that have been harmful to the cultural souls of teachers and students of color. This symposium will explore how critically conscious educators of color must navigate their local context and institutions as wounded healers. These papers will explore how these wounded healers worked to develop humanizing practices as they experienced toxic stress in classroom teaching, teacher community­ organizing, school-wide professional development, and teacher education. This panel hopes to offer insights to effective approaches for supporting and healing educators of color in their pursuit to normalize socially transformative education in schools.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Micro-analyses of the social contexts of teaching and learning

Chair

• David O. Stovall, University of Illinois at Chicago

Papers

• Conocimiento as Praxis: Revealing, Reinterpreting, Rewriting Pedagogy - Stephanie Cariaga, University of California, Los Angeles

• Community of Healers: Decolonial Approaches for Elementary Youth and Teachers - Carolina Valdez, California State University - Fullerton

• Teachers of Color as (Un)natural Bridges: Navigating Warring Worlds While Remaining Whole - Sharim Hannegan-Martinez

• Resisting the Hostility of "Safe" Spaces: Anticolonial Healing in Teacher Education - Patrick Camangian, University of San Francisco

Discussant

• Daniel Gilbert Solorzano, University of California - Los Angeles