Abstract
The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.
Highlights
In Teaching Community: A Pedagogy of Hope, bell hooks (2003) asked, “are educational institutions ready to teach us something new? Are students ready to learn something new?” (p. 2)
The Critical Education Research Collective (CERC) is composed of one junior faculty member and four doctoral students from across departments and disciplines with shared research interests and experiences focused on cultivating critical pedagogy in the teacher education classroom
Within teacher education, obstacles to teaching for social justice include: a state-mandated focus on the standardization of content knowledge and the performance of skills; challenges to Ethnic Studies curricular content that prioritizes the raising of critical consciousness through centering the lives of Black, Indigenous and People of Color (BIPOC); access to intersectional and collaborative relationships between faculty, students, and pre-service teachers; and limits of academic support in higher education that occur as the result of siloed and individualistic practices - practices that can often act as a barrier to supportive and interdisciplinary approaches
Summary
Morales Morales, D., Ruggiano, C., Carter, C., Pfeifer, K. Disrupting to sustain: Teacher preparation through innovative teaching and learning practices. Daniel Morales Morales, Carie Ruggiano, Cee Carter, Kimberly J.
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