Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative | equity pedagogy
Cultural Studies of Science Education July 8, 2021 Małgorzata Powietrzyńska, Linda Noble, Sharda O’loughlin-boncamper et al. 9 citations
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.