Rethinking PD as participatory development : engaging in collaboration toward racial literacies development
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This dissertation outlines a participatory action research project collaborative consisting of three early career elementary teachers and one doctoral student. The goal of this collaboration was the racial literacies development of each member of the team through engaging in critical conversations about race and racism with the ultimate goal of improving their teaching in culturally responsive and sustaining ways through a dialogical and teacher-led form of professional development. The four collaborators engaged in this work by following models of racial literacies development in education scholarship. Findings suggest that racial literacies development is an ongoing journey; a journey which requires attention to knowledge, process, commitment, and support. These findings are explained through a closer examination of the role that our goals, background experiences, resources, focus, sharing and vulnerability, and classroom application played in our collaborative and individual development. Implications for research, teachers, and teacher educators are discussed.
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Ph. D.