Critical Withness Studies
In this project, we explore the ways in which disciplinary discourse in elementary classrooms can nurture learning and thriving, with particular focus on the experiences of minoritized children, and what this implies for teacher learning. We are theorizing a framework of critical withness as a foundation for teacher learning. This framework centers relationality, integrated with the analysis, disruption and transformation of power (e.g., racial, linguistic, cultural, and epistemic hierarchies), in the design of disciplinary learning in elementary classrooms.
Collaborators: Boston Public Schools, greater Boston area teachers.
Initial funding from the James S. McDonnell Foundation.