Diversification of the educator workforce: toward communities of practice and integrated networks of care
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Romena Holbert
, Ganiva Reyes
Abstract
Diversification of the Educator Workforce (DEW) is an urgent need requiring intervention to push against many deeply entrenched systemic barriers (Chapman, Anne. 2021. Opening doors: Strategies for advancing racial diversity in Wisconsin’s teacher workforce. Wisconsin Policy Forum. Available at: https://wispolicyforum.org/wp-content/uploads/2021/03/OpeningDoors_FullReport.pdf; James, Weade & Jacqueline Rodriguez. 2020. The use of networked improvement communities in educator preparation programs to improve teacher shortage and diversity. Success in High-Need Schools Journal 16(1). 10–22). This collaborative autoethnographic case study (see e.g., Chang Heewon, Ngunjiri Faith & Hernandez Kathy-Ann. 2016. Collaborative autoethnography. New York: Routledge) illustrates how a group of individuals across institutions collaborated to dismantle barriers to students who are Black, Indigenous, and People of Color (BIPOC) entering the educator workforce. More specifically, this study reveals how members embodied a collaborative and non-competitive approach to overcoming systemic barriers that BIPOC teacher candidates experience. Through this collaborative approach, the unique contributions of members were evident, and tenets of critical consciousness and feminist theory supported the development of an integrated network of care (Reyes, Ganiva. 2021. Integrated networks of care: Supporting teachers who care for Latina mothering students. Critical Studies in Education 62(4). 471–485). This case study identifies positive impacts of communal support of DEW workers and illuminates invisibilized labor of professional stakeholders and BIPOC students.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: learning as the central tool of multicultural advancements
- Research Articles
- Towards a theory of representative bureaucracy in schooling
- Diversifying the educator workforce: promising aspects of teacher preparation programs
- A collaborative model to restore racial diversity in the teaching profession
- Recruiting and retaining BIPOC teachers: project HEART
- Recruitment of students of color into the teaching profession: analysis of the “Like Me” program
- Addressing the BIPOC teacher shortage: voices of Black male teachers
- Diversification of the educator workforce: toward communities of practice and integrated networks of care
- Diversifying the educator workforce: a conversation with Eric Duncan, The Education Trust
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: learning as the central tool of multicultural advancements
- Research Articles
- Towards a theory of representative bureaucracy in schooling
- Diversifying the educator workforce: promising aspects of teacher preparation programs
- A collaborative model to restore racial diversity in the teaching profession
- Recruiting and retaining BIPOC teachers: project HEART
- Recruitment of students of color into the teaching profession: analysis of the “Like Me” program
- Addressing the BIPOC teacher shortage: voices of Black male teachers
- Diversification of the educator workforce: toward communities of practice and integrated networks of care
- Diversifying the educator workforce: a conversation with Eric Duncan, The Education Trust