Community-Engaged Anti-Racist (CEAR) Education Project: Critical Narratives From a Diverse Inquiry Community

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Collaborative and Participatory Qualitative Methodologies (Table 17)

Abstract

To develop and enact Community-Engaged, Anti-Racist (CEAR) Pedagogy within the educator preparation program at a public state university, faculty, K-12 educators, and community-based organization (CBO) leaders collaborated to document CEAR principles and practices that guided subsequent curriculum development for university and K-12 classrooms. A CEAR Inquiry Community grew from these efforts to engage in inquiry “otherwise” (Tachine & Nicolazzo, 2022). This paper describes how this inquiry community of university faculty, teachers, and community leaders worked to disrupt traditional ways of doing research and created a horizontal, liberatory, collaborative inquiry space; reports on critical narratives about what brought faculty, K-12 educators, and CBO leaders to CEAR pedagogy and inquiry; and describes challenges and rewards of conducting inquiry in this new space.

Authors

• Nora E. Hyland, Rutgers University

• Mary E. Curran, Rutgers University

• Anel V. Rivera Guerrero, Rutgers University