A Teacher Activist Learning Space for Curricular & Instructional Praxis

Curricular & Instructional Praxis

Abstract

U.S. elementary and secondary (K-12) public education is amidst an era of political backlash aimed at educators and schools for teaching about racial and social justice. In response to the attacks on K-12 education and on the well-being of critical educators of Color, a teacher activist learning space known as the teacher inquiry group (TIG) sustained and enhanced educators’ ability to engage in curricular and instructional praxis in urban schools. An in-depth example highlights how the TIG’s pedagogical dialogue and reflection supported a teacher to design and teach a civic engagement and gentrification unit that engaged in inquiry and activism.

Peer Reviewed Submission