A Self-Study of Teacher Education Practice in Facilitating Critical Participatory Action Research

• In Event: Developing as Social Justice Teacher Educators Through Collaborative Self-Study Practices

Abstract

The AERA 2024 Annual Meeting theme recognizes the complexity of the educational moment (Delpit, 2019) while also working towards hope. Howard (2023) emphasized present-day racial injustice in U.S. and global education systems are interconnected with underexplored histories. The work of our present study takes up the moral and professional responsibility of education scholars toward collective scholarship in the hope that we can interrogate, act, create, and imagine more equitable and racially just P-22+ pedagogies. In this study, we examine our pedagogical practices within a place-based critical participatory action research project with pre-and in-service teachers. We also seek to interrogate our experiences with knowing and being and to understand those experiences across our intersectional identities and positionalities within the academy.

Authors

• Kristie W. Smith, Kennesaw State University

• Leah Panther, Mercer University