Search

This qualitative case study explored educators' aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the Artura.org print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development. • Engaging with culturally relevant art education. • Transforming lesson plans for cultural responsiveness. • In-depth interviews for pedagogical insights. • Art as a medium for teaching social justice. • Case study methodology to explore educators' engagement with the CReST online training. [ABSTRACT FROM AUTHOR]

Engineering education research has highlighted the importance of examining, understanding, and supporting teacher learning and identity development, particularly for those that hold marginalized identities. As part of the special issue on Teacher Learning and Organizational Contexts, this study examines the intricate relationship between powered boundaries of race, culture, and space for two Black women teachers in organizational contexts within their school district. Using a racialized spatial imaginaries framework, this research describes how two women authored identities as teachers of engineering and cultivated new engineering related spatial imaginaries for their students. The study found that ideational, material, and relational resources made available across organizational contexts contributed to teachers' authoring identities and how they supported their students. The work illuminates how a spatial imaginaries framework can support critical investigation of teacher identity development and (re)examination of how Black students are positioned in spaces of teacher inquiry. [ABSTRACT FROM AUTHOR]