A Teacher Collective Engaging in Archeology of Self and Interrogating Power Dynamics

• In Event: Teaching and Learning in Community

Abstract

This study aims to show what challenges and successes are possible when a group of in-service teachers, student teachers, and university faculty form an online teacher collective focused on supporting each other in the work of culturally sustaining pedagogies. Grounded in the current teaching context of our time, we are interested in understanding the experiences of teachers who engage justice-oriented pedagogies within the confluence of the neoliberal educational policy landscape and a (post)pandemic. The virtual collective is an illustration of relational praxis in continuing in-service teacher development and pre-service teacher preparation that engages the complex and multi-faceted ways teachers manage to engage in culturally sustaining work while navigating multiple professional and personal obstacles.

Authors

• Dianne Wellington, SUNY Cortland

• Alycia Elfreich, Montana State University