Collaborative Inquiry as a Support for Developing K–12 Teachers' Anti-Bias Stance

• In Event: Collaboration as Construction: Building Shared Insights Through Teacher Inquiry

Abstract

This qualitative study, led by a current K-12 educator, a principal, and former K-12 educators, explores the process of collaborative inquiry by a cohort of 31 novice teachers as they implement anti-bias pedagogy and reflect on their own racial identities. Through analysis of self-reflection journals and interview transcripts, findings document how participants translate their anti-bias training into classroom practice in a variety of schools located in urban settings. Co-investigating the successes and challenges with the process these educators undergo will ultimately further our understanding of how to develop K-12 educators’ abilities to implement approaches to continually examine biases and interrupt inequitable educational practices.

Authors

• Kierstin M. Giunco, Boston College
  Presenting Author

• Audrey A. Friedman, Boston College
  Presenting Author

• Elizabeth E. Sparks, Boston College
  Non-Presenting Author

• Myra Rosen-Reynoso, Boston College
  Presenting Author

• Charles Tower Cownie, Boston College
  Presenting Author

• Cristina Joan Hunter, Boston College
  Non-Presenting Author