This study describes the experiences and practices of three in-service teachers in year-long, monthly professional learning sessions centered on antiracism, justice, equity, and inclusivity (AJEI) in a state that was banning inclusive teaching practices. The teachers taught within the same school district but each taught at schools that were demographically different from each other. Data included recorded professional learning discussions, teacher written reflections, and semi-structured interviews. Findings from this study showed that not only did teachers grow in understanding of their own identity and biases, but were able to translate that understanding into targeted classroom instruction while resisting local and statewide efforts designed to extinguish culturally responsive teaching practices.

Authors:
Abigail Amoako Kayser, California State University, Fullerton, United States
Brian Kayser, California State University, Fullerton, United States

About the Presenter(s)
Dr Abigail Amoako Kayser is a University Assistant Professor/Lecturer at California State University, Fullerton, United States

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