"Showing Up" for Students, Schools, and the Profession: Critical Practitioner Inquiry in Justice-Centered Teacher Education

Session Type: Symposium

Abstract

In this symposium, we – a team of five teacher educators who teach and research collaboratively – make an argument for the use of critical practitioner inquiry to advance justice-centered teacher education. Drawing upon the complementary research approaches of intersectional qualitative research and practitioner research, we theorize and examine our collective framework for justice-centered practice, a practice that aims to empower teachers as agents of change who generate critical knowledge in communities of vulnerability, critique, and love. Then, we foreground the voices of 4 teachers in our residency-based teacher education program whose inquiries focus in particular on the critical role of joy, the imagination, vulnerability, and uncertainty in the radical transformation of schooling toward equity and justice.

Sub Unit

• SIG-Teacher as Researcher

Chair

• Jessica Whitelaw, University of Pennsylvania

Participants

• Vinay Mallikaarjun, University of Pennsylvania

• Charlotte E Jacobs, University of Pennsylvania

• Frances OC Rust, University of Pennsylvania

• Devina Bhalla, Gilman School

• Kadiata Diallo, PennGSE ISTR

• Mackenzi Turgeon, Riverdale Country School

• Julia Rohde, Independent Researcher

Papers

• Creating a Culture of Joy, Imagination, Vulnerability, and Uncertainty in Teacher Education - Jessica Whitelaw, University of Pennsylvania; Vinay Mallikaarjun, University of Pennsylvania; Sonia M. Rosen, University of Pennsylvania; Charlotte E Jacobs, University of Pennsylvania; Frances OC Rust, University of Pennsylvania

• From Judgment to Empathy: Cultivating Curious Mindsets - Devina Bhalla, Gilman School

• Fostering Critical Consciousness in the English Classroom - Mackenzi Turgeon, Riverdale Country School

• Listening as Engagement - Kadiata Diallo, PennGSE ISTR

• Taking Joy Seriously - Julia Rohde, Independent Researcher

Discussant

• Sonia M. Rosen, University of Pennsylvania