Critical Reflection for Transformative Praxis: A Longitudinal Study of Community Teachers

• In Event: Exploring the Continuum of Reflection: From College to the Field

Abstract

This paper presents a longitudinal qualitative case study of two Latinx community teachers who have used their own personal experiences of racial discrimination in school as motivation to work for educational equity. Based on a combination of interviews and field observations over a four-year period, we explored their daily practice, considering how their practice provides examples of transformative solutions to provide equitable education for marginalized students by bridging school and community. This research provides data-grounded evidence that community teachers can be generative intellectuals who transform the racialized experiences of students from marginalized communities, and to the importance of recruiting, supporting, and retaining community teachers in order to begin dismantling the multigenerational violence against marginalized students.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Richard C. Miller, University of Nevada - Las Vegas

• Arnetha F. Ball, Stanford University

• Mayra Marquez-Mendez, University of Nevada - Las Vegas

• Milly Joyner, Educurious