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Session Type: Symposium
In this symposium, a team of five teacher educators who teach and research collaboratively will share how our pursuit of a more just and humanizing vision of teaching and teacher education informs and is informed by our students’ research and practice in their classrooms. Drawing upon practitioner inquiry and justice-centered traditions, we theorize and examine how critical collaborative inquiry by teacher educators and the pre-service teachers we teach supports the ongoing struggle, resistance, and redirection necessary for change. Taken together, we argue that this shared inquiry harnesses the collective power and capacity of teachers and teacher educators to imagine and solve complex educational challenges, advancing equity, repair, and renewal through the study and reinvention of everyday teaching and learning practices.
Collaborative Evolution of Justice-Centered Teaching and Teacher Education - Jessica Whitelaw, University of Pennsylvania; Charlotte E Jacobs, University of Pennsylvania; Sonia M. Rosen, University of Pennsylvania; Michael Kokozos, University of Pennsylvania; Frances OC Rust, University of Pennsylvania; Vinay Mallikaarjun, University of Pennsylvania
Let’s Talk About: Cultivating Critical Dialogue in the English Classroom - Katarina Fernandez, John Burrows School
Rethinking Classroom Power Dynamics through Curriculum Negotiation - Lee Beckwith, Miss Porter's School
Interrogating the Work of Environmental Science in Relation to Culture and Knowledge - Maribel Albaran, Marin Academy
Identity and Critical Empathy in African American Studies - Zari Muhammad, John Burrows School