Facilitating Culturally Responsive Professional Development: A School/University Partnership

• In Event: Examining and Supporting Educators' Cultural Competency

Abstract

The purpose of this paper is to highlight a case study of a facilitator’s role in a professional development (PD) initiative focused on building culturally responsive practices. The focus school has been a part of a three-year study centered on the establishment of a culturally responsive practices school focused on equity and students’ cultural ways of knowing. This work was guided by the following research question: What does it mean to facilitate an effective university/school district partnership engaged in culturally responsive pedagogy? We learned that advancing an effective school/university partnership involves the facilitator (a) delineating hierarchies of power; (b) activating enduring inquiry; and (c) establishing courageous spaces.

Authors

• Kelly R. Allen, University of Wisconsin - Milwaukee

• Crystasany Renee Turner, Erikson Institute

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Kelly Saunders, Kamm Architecture

• Donna Pasternak, University of Wisconsin - Milwaukee