Series One features multimodal representations of scholarly findings from Josephine’s (2019) dissertation project on the day-to-day racial justice activism of K-12 teachers of Color based in Los Angeles, CA. In this collection, she collaborates with research partners, co-authors, and artists to depict multiple social forces that simultaneously shaped their practices during 2016-2018, honing in on the moment-to-moment dynamics of the political, ethical, and moral struggles for liberatory education.
These seemingly mundane practices on a day-to-day basis are an art, a science, and a dance that are consequential for expanding educational opportunities for students of Color. The scholarly findings in this series illustrate how the ground-level work for expanding racially just possibilities, specifically ones initiated by teachers of Color, are heartbreaking yet healing, individual yet collective, spontaneous yet orchestrated, deliberate yet emergent.
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While not to the same degree or scale of action, all teachers in the study engaged in five pedagogical practices of racial justice teacher activism in their day-to-day practices. To learn more about the essence of these practices in various real-life educational settings, click on the links below!
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