Disrupting Oppressive Urban Educational Environments: Using Critical Cultural Competency Trainings to Foster Healthy Classrooms

• In Event: Rethinking Approaches to Studying Professional Learning in the Service of Social Justice

Abstract

The purpose of this paper is to report on the multi-phase, multi-year development and implementation of Cultural Competency Trainings with a moderately-sized urban school district in the southeast. This paper will discuss the theoretical underpinnings for cultural competency training using critical action research. This paper reports on the methods, findings, and potential implications when developing and delivering training to address racial disparities. Through these trainings, the goal has been to develop more effective teaching and learning, with educators that are equipped to engage with the community to establish sustainable, equitable partnerships in urban contexts. Training evaluations and assessments were used to gauge resistance and response to the training content.

Authors

• Chonika Coleman King, University of Florida

• Brittany Nicole Anderson, University of North Carolina - Charlotte

• Nathan Koerber, The University of Tennessee - Knoxville

• Jud Laughter, University of Tennessee