Bound Together: White Teachers/Latinx Students Revising Resistance

• In Event: Sheraton Roundtable Session 35
  In Roundtable Session: Race, Rights, and the Educational Experience: Revisiting the Role of Resistance as Epistemic Wisdom

Abstract

The contexts, structures, and policies in schools do not foster opportunities for resistance, and schools of education do not prepare teachers to support students’ critical actions in schools, ensuring the reproduction of inequity and injustice. In this paper, we examine data from a student voice research project, including weekly observations (n=102) for the school year across three public school classrooms, teacher reflections, and student work. The data we explore captures 1) early conversations between students and teachers about issues of racial and economic injustice 2) the initial resistance of students to having those conversations 3) increasing trust between teachers and students 4) students’ active resistance toward the issues 5) teachers and students working together to challenge unjust policies.

Authors

• Shelley Zion, Rowan University

• Adam J. York, University of Colorado - Boulder

• Dane Stickney, University of Colorado Denver