Counternarratives of Social Justice Educators of Color in a Teacher-Led Inquiry Group

• In Event: Centering the Professional Development Needs of Pre- and In-Service Social Justice Educators of Color

Abstract

Objective
Since the passing of the No Child Left Behind Act of 2001 (NCLB), standardized curriculum and testing has been fore-fronted while pushing to the margins equity based pedagogies (Sleeter, 2012). The post-NCLB climate has social justice educators facing the dilemma of either leaving the classroom, compromising their practice, or teaching in a state of fear (Lipman, 2009; McNeil, 2009; Picower, 2012). In addition, social justice educators of color must also contend with the tension of being a member of an educational system that perpetuates institutional racism while working for racial justice (Achinstein & Ogawa, 2011).

This study examines the impact that a teacher-led inquiry group has on teachers of color ability to develop, sustain, and enhance social justice teaching in urban secondary schools. Through a qualitative research design, the findings reveal that the inquiry group provides educators social and emotional support, pedagogical and teaching resources, and agency to further their practice in and out of the classroom.

Theoretical Framework
Social justice pedagogies (Duncan-Andrade & Morrell, 2008; Ladson-Billings, 1995; Tejeda, Espinoza, & Gutierrez, 2003) and critical race counter narratives (Delgado, 1984; Solorzano & Yosso, 2001) are brought together to center the teaching and experiences of social justice educators of color within a critical inquiry group (Duncan-Andrade, 2007; Picower, 2012).

Methods
The research project utilized multiple case study, counter-story methodology, and critical inquiry group design (Duncan-Andrade, 2007; Merriam, 2009; Solorzano & Yosso, 2001; Stake, 2006). Throughout the 2014-2015 academic year, the People’s Education Movement held eight monthly inquiry group meetings in which I was a participant observer. From the twenty-four participants, six educators were selected through a unique purposeful sample to examine the impact that the inquiry group had on their teaching. Data consisted of audio recording of inquiry group meetings and interviews, field-notes of classroom observations, documents created by teachers, and student work (Merriam, 2009). The data was analyzed to examine the inquiry group space, social justice teaching, and student learning.

Findings
Everyone in the sample agreed that the inquiry group provided social and emotional support to not only cope but to inspire them to stay in the classroom. Additionally, teachers practice was also enhanced as the participants collectively theorized and discussed pedagogy while shared teaching strategies and resources in the inquiry group. A key finding revealed that the inquiry group also instilled agency towards changing school culture. In response to color-blind curriculum and school culture, two of the participants developed a parallel teacher-led space at their school. The participants facilitated professional developments to prepare school staff to center the experiences of students of color in the curriculum and school culture.

Significance
This study provides insight for teacher education and professional development. In response to the overwhelming focus on accountability and standardization, the findings allow us to imagine, what happens when social justice educators of color are brought in from the margins and involved in shaping their own professional development to engage in social justice teaching.

Author

• Oscar Navarro, University of California - Los Angeles