Toward Intersectional Learning Communities: A Hermeneutic Phenomenology Describing K–12 Educators' Experiences With School Discipline

• In Event: Justice-Oriented Pedagogies in Teacher Education

Abstract

America’s public-school teachers are considerably less racially and ethnically diverse than their students (Benton-Borghi & Chang, 2012; Clark et al., 2016; Donnor et al., 2018; Geiger, 2018; Verdugo, 2002). Educational disproportionality reinforces the imperative that predominately White in-service educators approach their practice with fervent intentionality, reflecting on their cultural identities to better serve an increasingly diverse student population. This hermeneutic phenomenology establishes the need for an intersectional learning community for educators, which addresses teacher metacognitive strategies related to the successful integration of culturally relevant pedagogy (CRP) and restorative dialogue and discipline (Ladson-Billings, 1995).

Authors

• Ashley N Gibson, Baylor University

• Brooke Blevins, Baylor University