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.

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!