Resisting Pathology, Practicing Relational Accountability: Challenges and Possibilities of Designing for Community-Centered Teacher Education

• In Event: Toward Answerability in Our Work With and Study of Families and Communities of Color

Abstract

Purpose
Communities of Color have long been pathologized through damage-centered educational research (Annamma, 2016; Tuck, 2009; Tuck & Yang, 2014). Although scholars argue for uplifting community expertise in teacher education programs (Zeichner et al., 2016), teacher education research can unintentionally reproduce histories of harm through extractive methods fueled by intersecting oppressions (e.g., ableism, racism). Seeking to break this cycle, we present a community-centered research process focused on how teacher education programs might prepare candidates to support and sustain young Children of Color with and without disabilities. We discuss the challenges of engaging in this methodological work, particularly amid a global pandemic and racial reckoning.

Theoretical Framework
We draw on perspectives from Disability Critical Race Theory (DisCrit; Annamma et al., 2013) and relational accountability (Wilson, 2008). DisCrit asserts that ableism intersects with racism to define normalcy in schools, and prioritizes resistance to these processes by centering multiply-marginalized communities (Annamma & Winn, 2019). We intentionally centered the perspectives of multiply-marginalized communities as research partners and co-designers in the imagination of teacher education that might dream beyond ableism and racism in schools. Relational accountability is an Indigenous cultural protocol that involves practicing respect, reciprocity, responsibility, and answerability (Wilson, 2008). We sought to enact relational accountability throughout our research process, seeking to honor the insights and expertise of Communities of Color impacted by ableism and racism.

Methods and Data Sources
Through participatory design research (Bang & Vossoughi, 2016), we collaborated with an intergenerational, multiethnic team of 5 community-based research partners with and without disabilities. From 2020-2021, our team iteratively co-designed and co-facilitated virtual design circles (Ishimaru et al., 2018) with 15 parents/caregivers, 9 educators, and 4 educational leaders. Data sources included 13 design circle transcripts, 9 research partner meeting transcripts, 5 digital artifacts (e.g., padlet, Google jamboard) generated during design circles, and research protocol drafts generated by the research team. Data analysis was not an isolated stage that followed data generation chronologically. Instead, we searched for patterns through reflexive, ongoing, and iterative data analysis during and following data generation (Erikson, 1996).

Findings
Three methodological and relational tensions emerged as we co-constructed design principles. First, we contend with the socially isolating nature of the virtual platform, in which we sought to disrupt power dynamics, build trusting relationships, and enact reciprocity with community members using a range of digital tools. Second, we grapple with our attempts to center community members’ hopes and dreams throughout data generation, while also being responsive to their stories of pain and oppression. Finally, we discuss challenges and possibilities of carrying this work forward in actionable and answerable ways, honoring community priorities to resist racial-ability hierarchies in teacher education.

Significance
The stories in this paper contribute understanding to how teacher education researchers might build and sustain trusting relationships with multiply-marginalized Communities of Color. We offer methodological insights into ways researchers can remain accountable and serve as good stewards of the knowledge and expertise our community partners share, in the development of teacher education programs committed to resisting ableism and racism.

Authors

• Maggie Beneke, University of Washington
  Presenting Author

• Shanee A. Washington, University of Washington
  Presenting Author

• Jessica I. Ramirez, Portland State University
  Presenting Author

• Shayla Collins, University of Washington
  Non-Presenting Author

• Debbie LeeKeenan
  Non-Presenting Author

• Dhani Srinivasan
  Non-Presenting Author

• Jordan Taitingfong, University of Washington
  Non-Presenting Author