Emphasizing Support as a Critical Element of Participatory Teacher Development: Examining Racial Literacies Development in Collaboration

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Radical Participation in Healing and Being (Table 8)

Abstract

This presentation outlines a university-community participatory collaborative model consisting of three early career elementary teachers and one doctoral student. The goal of this collaboration was the racial literacies development (RLD of each member of the team through engaging in critical conversations about race, ethnicity, and Indigeneity with the ultimate goal of improving their teaching in culturally responsive and sustaining ways for their students through a dialogical and teacher-led form of professional development. Following Sealey-Ruiz’ pyramid of racial literacies development in education scholarship, engaging in teacher-led collaboration toward racial literacies development required a commitment to support. In this study, support presented itself in the forms of consistency, focus, and accountability.

Author

• Mary Adu-Gyamfi, University of Missouri