P12 Persistence in Response to Just Education Resistance: Practitioner Scholarship as a Revolutionary Act

Session Type: Symposium

Abstract

The P12 setting differs compared to other settings because of human typology and the shifting narratives of what education means, how education should occur, who provides education, and what knowledge (or lack thereof) is allowed. Who determines “good” and what counts as “good” is largely, traditionally and historically been defined by both powerful groups and groups in power. This symposium illuminates the research and practice of P12 Practitioners who remain in practice by asking How does bridging theory and practice in P-12 settings provide P12 practitioners opportunities, vision, and agency to address acts which keep marginalized voices and experiences silent?

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Aaron J. Griffen, DSST Public Schools

Papers

• Preparing Efficacious Culturally Proficient Teachers: A Quantitative Analysis of a Teacher Education Program - Antwan Wilson, DSST Public Schools

• Culturally Responsive Coaching: Supervision with a Cultural Lens - Jouanna Crossland-Wells, University of Denver

• With All Due Respect: Perceptions of Respect in Middle School and School Suspensions for Disrespectful Behavior - Kiersten Ellefsen-Olelewe, University of Colorado - Denver

• Building Bridges to STEM Pathways: Harnessing Community Cultural Wealth - Analisse Nava, University of Colorado - Denver

Discussants

• Robin Brandehoff, University of Colorado - Denver

• Natalie D. Lewis, University of Denver