Critical Reflection for Equitable Classrooms and Schools: Programmatic Research Seeking Justice-Oriented Teaching and Learning

• In Event: Linking Reflective Practice to Transformative Action for Social Justice and Equity

Abstract

This study shares results from five studies conducted between 2016 and 2019 investigating the development of teachers’ critical reflection using portfolio reflections written during master’s degree coursework. The studies reveal that yearly, systematic research can serve to advance a program’s deeper understanding of hows faculty might support the development of critical reflection, help teachers more deeply understand implicit and explicit bias and grow as professionals through classroom research resulting in advocacy and actions toward social justice. Results point to the importance of scaffolding teachers’ deeper understanding of critical reflection to address societal injustices, implicit bias, and social justice, with the goal of enacting the educational changes needed for more equitable schools and classrooms.

Authors

• Rebecca K. Fox, George Mason University

• Kelley E Webb, George Mason University

• Stephanie M Stehle, George Mason University

• Hyunsun Chung, George Mason University