Education for Liberation: Centering Marginalized Students in a Theory-to-Practice Model of School Change

Session Type: Symposium

Abstract

Radically improving the conditions of learning and schooling for historically marginalized students requires school-wide focus and longitudinal commitment. This symposium presents and critiques the basis of a trainer-of-trainer model for school change leadership from theoretical, pedagogical, and research perspectives. Education for Liberation, as the model’s framework, delineates the knowledge, skills, and dispositions needed for developing and deepening educators’ commitments to equity and excellence. A school change leadership team learns and reflects on equity and pedagogy in preparation for leading school-wide change. Using a theory-to-practice perspective, the presenters advance theory, evidence, and implications for creating equitable learning and schooling conditions using the Education for Liberation model.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• Tambra O. Jackson, Indiana University - Indianapolis

Papers

• Education for Liberation: A Theory to Practice Model for School Change Centering Historically Marginalized Students - Tambra O. Jackson, Indiana University - Indianapolis; Angel Cassandra Nathan, Indiana University - Indianapolis

• Liberatory Pedagogical Practices: Measuring Observable Teacher Change - Annela Teemant, Indiana University - Indianapolis; Valerie Clark, Indianapolis Public Schools

• Educator Perspectives on Building-Led School Change Leadership - Sara E. Bangert, Indiana University - Indianapolis; Frances Rivera, Indianapolis Public Schools

Discussant

• Brenda G. Harris, University of Washington