Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative | equity pedagogy
Małgorzata Powietrzyńska, Linda Noble, Sharda O’loughlin-boncamper, Aundrey Azeez
Cultural Studies of Science Education July 8, 2021 DOI: 10.1007/s11422-021-10035-x via Semantic Scholar
Summary
Two White coteachers in a remote teacher preparation course in New York City describe how they reframed their contemplative pedagogy to center equity during the twin crises of COVID-19 and racial injustice. Working with Black and Brown special education teacher candidates, they share moments of awakening from shared reflections on sensations, emotions, biases, and lived experiences. They explore transformations in process orientation, reflective journaling, heuristic methodology, and event-oriented inquiry. The authors advocate for contemplative practices that build trust, relationship, and communication, arguing these are essential for equity-centered, response-able education.
Study at a glance
| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | Black and Brown special education teacher candidates in a remote teacher preparation course in New York City |
| Keywords | Medicine Education Sociology |
| Citations | 9 |
| Key finding | Reframing contemplative pedagogy through an equity-oriented framework can foster trust, relationship, and communication essential for centering equity in education. |
Abstract
In this manuscript we describe our journey as two White coteachers conducting interpretive research with Black and Brown students in a remote-learning teacher preparation course in New York City. In the context of uncertainty, during the twin epidemics of COVID-19 and racial injustice, we explore how we reframed our contemplative pedagogy by embracing an equity-oriented framework. We share stories about moments of awakening drawn from spaces between us and our exceptional cohort of special education teachers – reflections about sensations, emotions, biases, and lived experiences as we embrace the identity of interbeing. Specifically, we explore transformations in our approach to process orientation, reflective journaling, heuristic methodology, and event-oriented inquiry as enacted in the course. We advocate for supporting faculty and students in contemplative enactments to build trust, relationship and communication essential for centering equity in response-able education.