The University Researcher Perspective: Coalitions for Culturally Responsive Change

• In Event: Fighting for Culturally Responsive-Sustaining Schools Under a New Administration

Abstract

Objectives
In their book chapter, these university researchers presented the story of a Midwestern university partnering with a local school district to develop teacher leaders prepared to participate in culturally responsive school improvement planning. The authors presented a research analysis of how these teacher leaders and other teachers in their schools understood and applied culturally responsive teaching and leadership principles within the context of school improvement. In this commentary, they share their current stance on teacher leadership research.

Theoretical Framework & Modes of Inquiry
These scholars introduce the framework of culturally responsive-sustaining microsystem-practices, which can be implemented either at the teacher level in a single classroom or at the school level throughout a building. At the school-level, they argue that microsystem practices can be systematized and scaled up in pursuit of systemwide CRSE – in particular, by emphasizing practices that honor students’ languages, cultures, and communities. They argue that their qualitative research, including interviews and case studies, supports the assertion that these practices can and must be scaled up despite restrictive education policies and norms.

Evidence
These researchers provide examples of micro-system practices that had meaningful local impact but lacked systemic support to be scaled. Barriers that teacher leaders identified in interviews included lack of professional development for their teaching colleagues, few authentic leadership opportunities for teachers and community members, and entrenched district practices. They use these findings to inform their argument that district leaders seeking to partner with universities in programs focused on equity-centered teacher leadership must be prepared to reduce barriers to teacher leadership.

Arguments
In this commentary, the researchers argue that the current federal administration’s agenda threatens to silence teachers’ critical voices and suppress CRSE under the guise of cultural neutrality – especially because school districts are under immense pressure to conform to new policy mandates focused on neoliberal standards of school quality (i.e. standardized achievement measures as a sole quality indicator). As universities face similar pressures to discontinue initiatives focused on diversity and equity, the role of university partners in promoting CRSE in districts is threatened. In this context, these scholars argue that districts and universities must sustain their partnerships to support and study teacher leaders’ roles in culturally sustaining change. Working to dismantle bureaucratic practices in favor of community-engaged school improvement work provides a compelling strategy for moving this work forward.

Significance
This commentary challenges federal overreach in school improvement and defends university-district partnerships that foster equity-driven, teacher-led improvement efforts. The researchers draw on their study of one such partnership to illustrate how teacher leadership is a critical tool for improving schools in ways that minimize federal overreach, and they argue that university partners are valuable assets in districts’ ongoing fight for CRSE.

Authors

• Meredith Wronowski, University of Dayton

• Wesley Henry, Sacred Heart University

• Bryan A. VanGronigen, University of Delaware