Cultivating Sacred Spaces: A Racial Affinity Group Approach to Support Critical Educators of Color

Autor/in	Pour-Khorshid, Farima
Titel	Cultivating Sacred Spaces: A Racial Affinity Group Approach to Support Critical Educators of Color
Quelle	In: Teaching Education, 29 (2018) 4, S.318-329 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1512092
Schlagwörter	Minority Group Teachers; Social Justice; Faculty Development; Race; Critical Theory; Activism; Story Telling; Personal Narratives; California + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rasse; Abstammung; Kritische Theorie; Aktivismus; Politischer Protest; Erlebniserzählung; Kalifornien
Abstract	Despite repeated pleas for diversifying the U.S. teacher force, teachers of color who are committed to social justice are often unsupported and even pushed out via structural, interpersonal, and pedagogical obstacles within the profession. In response to neoliberal, colorblind, and apolitical approaches to teacher development and support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development and grassroots activism to center healing from the impacts of oppression in its myriad forms. The ethnographic case study in this article examines how, over the course of three years, a grassroots racial affinity group became an important space for learning and healing for its members. I explain how the group explicitly centered twelve members' voices, needs, and collective knowledge, and in so doing: (a) collectively cultivated a critical, humanizing, and healing space for their sustainability; and (b) navigated various positions within socially toxic education institutions and organizations. I conclude by discussing how and why critical racial affinity spaces for educators of color are necessary in order to support their personal, political, relational, and pedagogical growth, which has implications on their retention and leadership within the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01