From Discomfort to Empowerment: A Novice Faculty’s Experience Embracing an Antiracist and Inclusive Pedagogy (Poster 2)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Action Research SIG Poster Session: Toward a Critical Pedagogy and Ohio YPAR (Youth Participatory Action Research) for Change

Abstract

Research on culturally relevant pedagogy (Ladson-Billings, 1995) emphasizes the need for educators to critically examine their teaching to enhance pedagogical practices. However, contingent faculty, comprising nearly 68% of instructional staff in American higher education in 2021 (Colby, 2023), often lack professional support and time. This self-study action research explores a novice contingent faculty member's journey in developing customized, equity-focused courses in instructional design. The study’s findings highlight the importance of a tailored professional development, such as critical professional development (CPD) and self-study research, in empowering the adjunct faculty to foster anti-racist and inclusive learning environments, revealing a nuanced asset-based approach through the process.

Author

• Sangeetha Carmona, California State University - Fullerton