Becoming Culturally Humble Educators: Developing Cultural Humility Within a Community of Practice

• In Event: Pedagogies of Resistance and Creativity

Abstract

This paper examines secondary teachers' development of cultural humility by participating in a community of practice focused on co-designing a culturally sustaining SEL curriculum. Data are drawn from audio-recorded meetings, one-on-one teacher interviews and shared artifacts, curricular iterations and inquiry tools. Findings illustrate that teachers' dialogue on their beliefs about equity-centered SEL revealed shifts towards or away from cultural humility and that teachers' understanding of equity-centered SEL is tied to their positionalities and belief systems. Additional findings show that design principles embedded with the tenets of culturally sustaining pedagogy may support learning communities in becoming safe spaces for teachers to push back against whiteness, to reflect upon their own positionalities and teaching practices and to co-create an equity-focused SEL curriculum.

Author

• Rebecca Flores, University of Colorado - Boulder
  Presenting Author