Solidarity, Self-advocacy, and Collaborative Problem-solving through Peer Mentoring: Multilingual Latine Teachers Develop Networks of Support

• In Event: Reclaiming the Black Teacher Pipeline: Resisting Pushout and Policy Violence

Abstract

We describe a model of multilingual and multicultural teacher preparation which has been implemented within a regional public university in Oregon for the last ten years. Rooted within social-justice-oriented principles and critical pedagogical practices, the program aims to address current teacher shortages and disparities through a Grow Your Own (GYO) approach. The program recruits teachers who reflect the ethnic, racial, and linguistic diversity of local Oregon communities, and who are more likely to continue to teach in their home communities after graduation. Importantly, the program aims to develop a community of practice (Lave & Wenger, 1991) of pre- and in-service multilingual educators of color (current and former students) who act as peer mentors and who learn from each other, provide sustenance for each other, and support each other in their advocacy efforts throughout their teaching journeys.

Authors

• Maria Dantas-Whitney, Western Oregon University

• Jessica Dougherty, Western Oregon University

• Kristen L. Pratt, Western Oregon University