Growth and Resistance: How Professional Learning Opportunities Supported Elementary Teachers to Implement Antiracism, Justice, Equity, and Inclusivity Principles in Their Classrooms

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Professional Development School Work in Elementary Contexts (Table 16)

Abstract

This study describes the experiences and practices of three in-service teachers in year-long, monthly professional learning sessions centered on antiracism, justice, equity, and inclusivity (AJEI) in a state that was banning inclusive teaching practices. The teachers taught within the same school district but each taught at schools that were demographically different from each other. Data included recorded professional learning discussions, teacher written reflections, and semi-structured interviews. Findings from this study showed that not only did teachers grow in understanding of their own identity and biases, but were able to translate that understanding into targeted classroom instruction while resisting local and statewide efforts designed to extinguish culturally responsive teaching practices.

Authors

• Brian Kayser, University of Virginia
  Presenting Author

• Abigail Akosua Amoako Kayser, California State University - Fullerton
  Presenting Author