Leaning Into Tension: Supporting Novice Culturally Responsive and Sustaining Teachers' Agency to Navigate Collegial Conflict

• In Event: Beyond Survival: Supporting Preservice and Early Career Teachers to Thrive in the Profession

Abstract

Many people, including early career teachers, are socialized to avoid conflict—especially when acknowledging and working across differences. Yet, teacher disposition research contends that effective Culturally Responsive and Sustaining (CRS) teachers navigate conflict and work with their colleagues productively. Moreover, successful early career teachers exhibit agency—including the agency to navigate collegial tension and conflict. Hence, this paper shares how a field-tested “Navigating Conflict for Justice” (NCJ) workshop series bolstered the agency of preservice through third-year CRS teachers. Qualitative findings suggest that a diverse cohort of 22 workshop participants gained new insights, strategies and increased confidence to navigate workplace differences with their colleagues regarding race, identity, and culture.

Author

• Kristina M. Valtierra, Colorado College