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Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide Equity-Based Work

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Title: Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide Equity-Based Work
Language: English
Authors: Ahmed, Kathryn Struthers, Polleck, Jody, Peters, Lacey
Source: Action in Teacher Education. 2023 45(3):222-241.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Administrators, College Faculty, Student Attitudes, Administrator Attitudes, Teacher Attitudes, Diversity, Equal Education, Barriers, Justice, Inclusion, Committees, Cooperation
DOI: 10.1080/01626620.2023.2222092
ISSN: 0162-6620
2158-6098
Abstract: Teacher education has long been critiqued for failing to adequately prepare teachers to teach historically marginalized youth; thus, many have called for teacher education's transformation to address this critical issue. Recognizing shortcomings within our own institution, we formed an Equity and Advocacy Committee that facilitated a series of public events focused on justice, equity, diversity, and inclusion. Using surveys and focus groups, we studied the impact of this work on participants, who ranged from undergraduate and graduate preservice teachers to in-service teachers, administrators, and college faculty. Findings demonstrated that building community with a diverse group was a unique and impactful experience. Influenced by the content of the equity events, participants reported changed mind-sets and practices within their classrooms, schools, and communities. Data also revealed barriers to engaging in equity-based work and places where the work fell short of our goals. Implications for furthering similar equity-based work in teacher education programs are addressed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395716
Database: ERIC
FullText Text:
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  Data: Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide Equity-Based Work
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  Data: <searchLink fieldCode="SO" term="%22Action+in+Teacher+Education%22"><i>Action in Teacher Education</i></searchLink>. 2023 45(3):222-241.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Committees%22">Committees</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
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  Data: 10.1080/01626620.2023.2222092
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  Data: 0162-6620<br />2158-6098
– Name: Abstract
  Label: Abstract
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  Data: Teacher education has long been critiqued for failing to adequately prepare teachers to teach historically marginalized youth; thus, many have called for teacher education's transformation to address this critical issue. Recognizing shortcomings within our own institution, we formed an Equity and Advocacy Committee that facilitated a series of public events focused on justice, equity, diversity, and inclusion. Using surveys and focus groups, we studied the impact of this work on participants, who ranged from undergraduate and graduate preservice teachers to in-service teachers, administrators, and college faculty. Findings demonstrated that building community with a diverse group was a unique and impactful experience. Influenced by the content of the equity events, participants reported changed mind-sets and practices within their classrooms, schools, and communities. Data also revealed barriers to engaging in equity-based work and places where the work fell short of our goals. Implications for furthering similar equity-based work in teacher education programs are addressed.
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        Value: 10.1080/01626620.2023.2222092
    Languages:
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      – SubjectFull: Administrators
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      – SubjectFull: College Faculty
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