Disruptive Professional Learning: Professional Development for Social Justice

Session Type: Invited Speaker Session

Abstract

The population of the United States has undergone a dramatic demographic shift over the last several decades, and as a result, our school populations are also rapidly diversifying. However, historically marginalized groups of students, including students of color and multilingual learners, continue to experience multiple injustices in schools, including schooling structures, pedagogies, curricula, and assessments that are culturally and linguistically biased (e.g., Lucas 2011; Darling-Hammond, 2007; Mitchell, 2012). To disrupt these educational inequities, teachers need professional learning opportunities, from their preservice experiences and into their careers, that will help them raise their own critical consciousness, understand the sociocultural and political contexts of schooling, and gain specific knowledge and skills to develop inclusive and social-justice oriented practices.

Sub Unit

• Social Justice Action Committee

Chair

• Kathryn J. Strom, California State University - East Bay

Papers

• Paper 1 - Sonal Patel, University of California - Berkeley

• Paper 2 - Lynn Bravewomon, Educational Consultant

• Paper 3 - Tatiana Peugnet Alan, Hayward Unified School District

• Paper 4 - Shea Gregory, Hayward Unified School District

• Paper 5 - Cynthia Ortiz, California State University - East Bay

Discussant

• Kathryn G. Herr, Montclair State University