Mal/practices of Collaborative Professionalism With/in Professional Learning Networks in Canada and Columbia

• In Event: Professional Learning Networks: Facilitating Transformation in Diverse Contexts With Equity-Seeking Communities

Abstract

Public education in colonized and settler colonial nations have a shameful legacy of disserving minoritized students and their families. This has been glaringly evident in policies and practices that perpetuate culturally subtractive, exclusionary, and punitive schooling environments for Black, Indigenous, Latinx, and other students of color (Adair, 2015; Annamma, 2016; Carter, Skiba, Arredondo, & Pollock, 2017; Lomawaima & McCarty, 2006; Morris, 2016; Valenzuela, 1999). This presentation critically examines mal/practices of collaborative professionalism (CP) (authors, 2018) with/in PLNs in two international contexts and how such practices have under/supported educators, positioned at multiple levels, in their efforts to serve all students well, especially those most disserved by their educational systems. This presentation/paper considers the ways CP enacted within PLNs in Colombia and Ontario, Canada have served as a trans/formative means to dis/continue ongoing legacies of cultural erasure and trauma against the Latinx and Indigenous students and families that these educational systems under/serve.

Authors

• Shanee Adrienne Washington, University of Washington - Seattle

• Michael T. O'Connor, Boston College