Answering the Call: English Educators Embark on a Journey to Becoming Antiracist

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Assets and Advantages: Teacher Research and Constructing Educational Possibilities (Table 11)

Abstract

In this feminist practitioner action research study, I formed a teacher inquiry circle which in adhering to circle process traditions valued all members as equal and provided a brave space for both individual and shared inquiry on topics of identity, race(ism), and action for social justice. The teacher inquiry circle was used as a vehicle to examine the lived experiences of four social justice oriented English teachers from four different contexts on their continuous, nonlinear journeys to becoming antiracist. In this circle using dialogic inquiry and critical storytelling we explored our histories and racial identities; critically examined our curriculums and practices; attempted to disrupt race-based inequities in our contexts; and engaged in reflection that leads to action.

Author

• Lisa V. Kenny, Woodbridge Township School District