Enacting critical conversations on racial, linguistic, and anti-immigrant injustice: Toward a theory of anti-oppressive discourse in education (Poster 12)

• In Event: AERA Poster Session Saturday 11:45 am
  In Invited Poster Session: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

Research shows critical conversations are a powerful means for teachers to engage in anti-oppressive work with fellow educators. Yet a wave of recent policies (e.g., anti-DEI legislation) creates fraught environments for teachers to engage in this work. Moreover, little is known about how teachers engage in critical conversations, which are difficult to observe in spontaneous, real-world settings. Therefore, this study documents the discursive mechanisms of critical conversations while also investigating the affordances and limitations of simulation for anti-oppressive work. Participants engaged in virtual scenarios wherein colleagues articulate biases toward students. Through discourse analysis, I identify specific strategies participants use to engage in (or avoid) these conversations, ultimately leading to a framework of justice-avoidance/engagement to better facilitate anti-oppressive work in education.

Authors

• Chris K. Chang-Bacon, University of Virginia

• April S. Salerno, University of Virginia