Teacher Researcher Findings & Reflections on PAR

• In Event: Nothing About Us, Without Us: Black Teacher Researchers and Visions of Educational Justice

Abstract

Engaging in PAR as teachers researchers affirmed our identities as Black teachers committed to educational justice and disrupting antiblackness and racial capitalism in schools. As a group of 16 Black teachers from across the country, we relied on PAR’s methodological framework of inviting those most affected by an issue to take part in creating solutions to the problems. Through a deeply collaborative process we reviewed research, literature, and other materials related to Black teachers’ experiences and retention. We then developed the following research questions to guide our inquiries:


What factors and systems of support are needed to retain and sustain Black educators in K-12 schools?
How do administrators and Black teachers understand and experience the reproduction of racial capitalism in schools?


We have just begun conducting interviews and plan to include up to 70 Black teachers and 10 administrators from Boston, Bay Area, Memphis, Detroit, Philadelphia and Twin Cities. Though we are still in the data collection phase of research, this fall, we will analyze our data to find key themes and patterns. The data will also be analyzed and coded to develop actionable recommendations for improving the retention, and the overall experience of Black educators, ultimately contributing to more equitable educational environments.

Authors

• Ashley Houston-King, Boston University

• Oris T Bryant, Noble & Greenough School