Reflective Praxis for Collective Liberation: Teacher Educator Inquiry Toward Justice

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: The Education of Justice-Oriented Teacher Educators

Abstract

This paper explores the reflective praxis of two teacher educators with differing positionalities—one, an immigrant, multilingual teacher educator of color from India, and the other, a white working-class U.S.-born teacher educator—as they work to support BIPOC students in higher education. Rooted in a commitment to collective liberation (Walker & Goings, 2025), our dialogic, inquiry-based self-study critically engages with "unforgetting" marginalized histories and with pedagogical transformation. Set in a politically liberal California public university context, we examine the tensions and solidarities that emerge from our intersecting identities and shared justice-driven commitments. Through narrative and reflective inquiry, we illuminate how positionality shapes equity-focused pedagogical practice and theorize collective liberation as an ongoing, relational, and dialogic process within teacher education.

Authors

• Ayesha Rabadi-Raol, Sonoma State University

• Lisel A. Murdock-Perriera, Sonoma State University