Beyond Traditional Research Product Paradigms: A Black Teacher Archive

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

Abstract

Our PAR project positions Black teacher-researchers trained in participatory action research (PAR) to catalyze concrete action in collaboration with existing organizations and play a more central role in policy and practice change. In addition to producing actionable research, this project aims to address the need for systems change by building a research-practice learning community and network of teacher-researchers.


This paper will present the ways in which we’ve communicated our findings in cross-boundary, multimedia formats that support action-oriented change. We are invested in democratizing research and centering partner communities in all aspects of our work. In order to center Black teachers' voices and do justice to their storied experiences, we used various types of media products that take us out of traditional research product paradigms and the gatekeeping of research findings. We have created a microsite that serves as a digital archive to engage a broad audience. The content on the microsite, includes podcast episodes, blog posts, written findings coupled with audio snippets to make our PAR work visible, accessible, and impactful. By moving beyond traditional research products like reports, briefs, and journal articles to resources that are more accessible, honest, engaging, and change oriented, we aim to address gaps in effective dissemination and communication to more meaningfully impact social change.


The final goal of this initiative is to leverage the teacher-researchers’ sense making to envision research-based solutions and impactful strategies for change. Our PAR project catalyzes action on multiple levels. Teacher-researchers - embedded in classrooms, schools, and school districts - have the potential to bring their learnings from the action research back to their classrooms and school communities. As a central part of this initiative, our teacher-researchers' experience will foster inquiry-based learning in the classroom. Teachers will feel prepared to implement or offer additional inquiry-based learning in their classrooms in age and content appropriate ways. Additionally, the teacher-researchers have spheres of influence beyond the classroom. Teacher-researchers typically contribute to larger efforts in their schools and districts. Engagement in these larger local systems is a key lever to bring the knowledge gained from the PAR project toward greater impact within AND beyond the classroom level. Following the research phase of the PAR project, we will work with Teach Plus to guide the use of PAR for policy change. The findings will inform the types of action and policy focus we will undertake.

Authors

• Leana Cabral, Teachers College, Columbia University

• Abigail Henry, University at Buffalo - SUNY

• Courtney Parker, University of Michigan