"I Don't Think I Could Have Done It Without the Conversations": Working Toward Antideficit English Education Through Teacher/Researcher Collaborations

• In Event: Sheraton Roundtable Session 18
  In Roundtable Session: Teacher Learning Through Conversation

Abstract

While scholars in the field of language and literacy research have been promoting English education that counters historical and current deficit perspectives toward marginalized communities, classroom practices often remain rooted in past deficit approaches. To create and promote antideficit English education, researchers must work with teachers as collaborators, thinking partners, and co-designers of research interventions. In this paper, we describe two social design experiments in which university researchers and secondary English teachers collaboratively designed classroom interventions aimed at countering deficit perspectives in English curriculum and assessment. We argue for the importance of involving teachers in intervention research, regardless of methodology and methods used, if we are truly committed to transforming teaching and learning in English classrooms.

Authors

• Amber Warrington, Boise State University

• Michelle Fowler-Amato, Old Dominion University