Taking Responsibility for Who We Are: Reflection on Cultural Identity Within a Community of Practice

• In Event: Repositioning Learners: Transformative Case Studies in Relationship and Identity Development

Abstract

This poster/paper features a study exploring how teachers can use a community of practice (CoP) to examine their cultural identities and critically reflect on their work with diverse students. Ten middle school teachers collaboratively discussed culture, interrogated assumptions, wrote reflective journals, and exchanged texts while analyzing their pedagogy. Wenger’s (1998) social learning theory and Gay’s (2010) culturally responsive teaching framed the inquiry. Findings suggest critical reflection within a CoP occurs as a process that begins with establishing conditions conducive to engagement and leads to increased awareness of cultural diversity that can result in a spectrum of personal and professional transformations. Results show collaborative learning can expand perspectives and critical reflection can lead teachers to develop more culturally responsive identities.

Author

• Janet Turner, Dekalb County School District (Georgia)