Abstract
For the early service educator, the process of becoming an intersectional educator is the result of critical engagement with theory that leads to practice. This chapter describes that process through a problem-oriented teaching method for building critical consciousness called the developmental spiral of critical consciousness (DSCC). The DSCC prepares early service educators for culturally responsive and sustaining teaching and learning, involves a design grounded in transformative and intersectional theories, and empowers early service educators to become more preemptive and intentionally active participants in their professional growth. This chapter provides a description of the design and theoretical assumptions for critical consciousness foundational to the DSCC and its applicability for early service educators. This chapter also includes a detailed and embedded image of the DSCC to help educators navigate the developmental process.
TopIntroduction
Transformation doesn’t happen in a linear way, at least not one we can always track. It happens in cycles, convergences, explosions. If we release the framework of failure, we can realize that we are in iterative processes, and we can keep asking ourselves—how do I learn from this? —Adrienne Maree Brown (Emergent Strategy: Shaping Change, Changing Worlds, p.105, 2017)
Dissonance exists between what it means to be a democratic nation that values freedoms for all, and how the education system in the United States reinforces undemocratic and dehumanizing practices (Bartolome, 1994; Freire & Macedo, 2018; Giroux & McLaren, 1986). The preservation of hegemonic norms leads to a lack of attention to early service teachers cultivating critical consciousness, which perpetuates learner marginalization (Freire & Macedo, 2018; Giroux & McLaren, 1986). Critical theorists argue that America’s reluctance to reckon with history and the lived experiences of its diverse citizenry hinders educators and educational leadership, and renders them stagnant and powerless in reimagining best practices in education (Freire & Macedo, 2018; hooks, 1994; Love, 2019). Democratic freedoms entail equitable access to resources, sociopolitical and economic inclusion, and acknowledgment of historically persistent inequities in education (Affolter, 2017; Costino, 2018; Gregory & Fergus, 2017; Love, 2019). Hence, a focus on authentic modes of building critical awareness and transformational learning experiences is crucial. New teachers are a powerful and transformative force in a nation that continues to shortchange its ability to authentically engage in democratic teaching and learning.
In a democratic nation that often neglects its duty to legislate liberation, emerging educators in 21st century American public schooling need to build a professional habit of assessing and equipping themselves for equitable and democratic teaching (Affolter, 2017; Brown-Jeffy & Cooper, 2011; Kirkland & Gay, 2003; Ladson-Billings, 1995; Ladson-Billings & Tate, 1995). The following chapter offers an emergent strategy for engaging in the process of becoming an intersectional educator. An intersectional educator is one who engages in research-based reflective habits of mind and practice in order to advance their ability to enact culturally sustaining teaching methods. Therefore, this chapter has a twofold purpose. First, it describes a nonlinear approach to transformative adult learning, which helps early-career teachers build capacity for critical consciousness, and bridge gaps between conceptual understandings and practical application (A. M. Brown, 2017; hooks, 1994; Love, 2019). Second, this chapter guides the early career teacher through the Developmental Spiral of Critical Consciousness (DSCC), which includes navigating through an “iterative cycle” of consciousness-raising and practical application of culturally sustaining pedagogies (A. M. Brown, 2017, p. 105; Costino, 2018; Lee, 2017; Love, 2019).
This chapter offers guidance through various contextual uses of the DSCC. The first section establishes the foundational theoretical assumptions that support the need for the Spiral as a practical tool for early career teacher development. The second section describes the specific aspects and design of the Spiral. The final section recognizes the Spiral as a beneficial component of instructional design and delivery and within professional and intersectional learning communities.
Key Terms in this Chapter
Culturally Sustaining Pedagogy: Developed after culturally relevant and responsive pedagogy to emphasize the importance of maintaining student cultures in addition to understanding student identities and cultures.
Culturally Relevant Pedagogy: An approach to teaching and learning established by Gloria Ladson-Billings (1995). CRP focuses on strengthening student’s cultural awareness in order to help improve their academic achievement, this is also defined as Culturally Responsive teaching.
Intersectional Learning Community: A school community comprised of learners, teachers, and administration that centers on the community awareness of multicultural identities and allows for cultural relevance to drive collaborative achievements.
Intersectionality: The interconnectedness of social categories such as race, class, gender, and sexuality as they apply to a given individual or group. These categories create overlapping systems of privilege, power, discrimination, and oppression.
Critical Consciousness: Learning to perceive systemic societal injustices and commit to social action.
Transformative Learning Theory: A process of learning whereby a learner is confronted with new understandings and undergoes major changes in perceptions and cognition.
Professional Learning Community: A school community comprised of learners, teachers, and administration that centers on educators working together to promote student achievement and growth using various standardized educational strategies.