Critical Ethnographic Action Research and Transforming Teacher Identities in the U.S. and Mexico

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Critical Ethnography and Teacher Identity (Table 4)

Abstract

In this co-authored paper, two U.S. based teacher educators share selected findings from an ongoing multi-year, cross-national qualitative project focusing on transforming pedagogy and curriculum in early childhood education (ECE) and elementary school preservice and in-service education in the U.S. and Mexico. The paper specifically discusses the efficacy of applying the critical ethnographic action research (CEAR) approach to support teachers in their personal, professional, and communal journeys as agentic, critical educators (López-Gopar et al., 2021; López-Gopar 2016). The project also relies on the pedagogical and analytical role of autobiography and identity texts (Cummins & Early, 2011) for illuminating key plot points in teachers' identity formation as transformative educators dedicated to social and educational change.

Authors

• Isauro M. Escamilla, San Francisco State University

• Daniel Meier, San Francisco State University