"It's Just Part of Your Everyday Life": White Educators' Development of Culturally Responsive Practices

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Unlearning Racism/Learning Antiracism and Developing Racial Identity (Table 4)

Abstract

Objective
This paper frames the process that white educators undergo when engaging in anti-racism trainings.

Theoretical Framework
The theory of change implemented in the trainings is based on CRE (Ladson-Billings, 1995). Educators build capacity to examine their awareness of their identities and their relationship to power, privilege, racism, and white supremacy, and their impact on inequitable systems to shift practices.

Modes of Inquiry & Data sources
This paper relies on 7 interviews with white educators, field notes, and zoom chat texts from the training.

Findings
Consistent patterns that derived from the data were mindset shifts, and educators' ability to critically self-reflect to shift personal and school CRE practices.

Scholarly Significance
The findings offer insight on how to evaluate anti-racism trainings.

Authors

• María G. Hernández, New York University
  Presenting Author

• Reed Swier, New York University
  Presenting Author