Reflexivity Development Through Action Research for Culturally Responsive Education: A Case Study

• In Event: Teacher Learning Processes

Abstract

Reflexivity is an important component in equity-related work and requires an examination of one’s identity, beliefs, and assumptions in relation to one’s actions. The cycles of action research coupled with culturally responsive education can help develop reflexivity, particularly as teachers examine their identity, beliefs, practices, and assumptions in connection with existing power structures. This study examined how an action research-based professional development (PD) for culturally responsive education helped educators develop reflexivity. Using four case examples from a larger study, this study found that even if educators entered the PD at various levels of identity awareness, the action research-based PD promoted educators’ reflexivity development, which ultimately helped them create more responsive and equitable learning environments to better serve their students.

Authors

• Elizabeth Severson-Irby, Virginia Commonwealth University
  Presenting Author

• Hillary Parkhouse, Virginia Commonwealth University
  Presenting Author

• Erin S. Drulis, Virginia Commonwealth University
  Presenting Author