"Are We Practicing What We Teach?" A Multi-Institution Self-Study on Activism and Culturally Sustaining Pedagogy

• In Event: Privilege, Pedagogies, and Professional Development: Teachers' Work Dilemmas and Discourse

Abstract

This collaborative self-study investigated six teacher-educator participants’ journeys to embrace activism and culturally sustaining pedagogy in their practice. Data sources included: biweekly whole-group video-conference meeting minutes, audio-video recordings and meeting transcripts, written chats, phone text messages, email exchanges, participants’ weekly journal reflections on participants’ practice and subsequent verbal and written dialogue from critical-friend partners. Through constant-comparative analysis three major themes emerged that inform future research and practice on self-study and culturally sustaining pedagogy and activism in a college setting: communal responsibility, reflective and evolving teaching practice, and conceptualizations of culturally sustaining practices and activism.

Authors

• Xiufang Chen, Rowan University

• Lauren Fletcher, University of Louisville

• Dawn Castagno-Dysart, Rochester Public Schools

• Jacquelynn Popp

• Erica Holyoke, Keene State College

• Crystal Rose