Action Spaces to Support Teaching Critical Consciousness: Risk-Taking Within Professional Learning Communities

• In Event: Redefining Leadership and Equity in Evolving Educational Spaces

Abstract

Cultivating critical consciousness of young people is associated with positive benefits, but teachers face barriers when teaching topics that are perceived to be controversial. In a year-long investigation of five schools, this ongoing study explored the extent to which monthly professional learning communities – designed to prepare educators to teach for critical consciousness – supported doing this work in their classrooms. Early analysis reveals patterns of fears of risk-taking but also action spaces within schools that supported teachers in working through barriers. This paper aims to better understand the ways in which teachers’ perceived fears of risk-taking intersected with their school and classroom communities and the extent to which professional learning communities can play a role in supporting teachers through obstacles.

Authors

• Christina L. Dobbs, Boston University

• Madora Soutter, Villanova University

• Scott Clifford Seider, Boston College

• Daren Graves, Simmons University

• Brianna C. Diaz, Boston College

• Babatunde Alford, Boston College

• Elianny C. Edwards, College of the Holy Cross

• Kaila Daza, Boston College

• Sarah E. Fogelman, Boston College

• Trang U. Le, Boston College

• Alexandra Honeck, Boston College

• Hannah Choi, Boston College

• Yuwen Shen, Boston College

• Hehua Xu, Harvard University