Affective Practices for Educational Solidarity: An Analysis of Teachers of Color Collaborating With Youth Scholar-Activists

• In Event: Daring to Disrupt the Status Quo: Teacher Advocacy in Practice and Policy

Abstract

In this paper, I analyze the emotionally-laden social practices utilized by Teachers of Color in their encounters with youth engaged in YPAR. Narrative case studies uplift the specific affective practices of three participants from a larger study. Attention to these practices suggests that teachers constructed relations with young people predicated shared dissatisfaction with the status quo, an understanding that responsibility for social change is collective, and a commitment to material transformation. The specific affective practices that each teacher enacted to bolster these relations necessarily vary across their identities, social locations, and personal histories, and will be detailed in this paper. I conclude with recommendations for teacher educators who wish to support teachers to work in solidarity with minoritized young people.

Author

• Karen Zaino, Miami University (OH)
  Presenting Author