This week, IEN features the work of scholars exploring opportunities for racial equity and justice within education. This post is the fifth in a series featuring excerpts of interviews with presenters participating in the Educational Change Special Interest Group sessions at the upcoming Annual Conference of the American Educational Research Association in Philadelphia in April. This post includes presenters from the session titled: “Education Justice and Equity: Calls for Action in the Field of Educational Change and Beyond.” For previous posts in this series, see: Practices, Programs and Policies for Instructional Coaching, Transforming Organizational Systems for Educational Equity, Organizational Change and Equity in Professional Learning, Arts and Sports Programs, and Summer Camps, and Driving Change in Higher Education. These interviews are part of the Lead the Change series produced by AERA’s Educational Change Special Interest Group. The full interviews can be found on the LtC website. The LtC series is currently produced by Alex Lamb (Outgoing Series Editor) and Liz Zumpe (Incoming Series Editor).
Caring for Cultural and Academic Identity: School Conditions and Teacher Practices Supporting the Academic Growth of Black Students — Erin Anderson & Devani Lemmon, University of Denver
Lead the Change (LtC): The 2024 AERA theme is Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action. How does your research respond to this call?
Erin Anderson & Devani Lemmon (EA & DL): The 2024 AERA theme centers racial justice and educational opportunity. Our research is directly tied to those goals. Without understanding the teaching practices and strategies that ensure Black students’ academic success, we cannot dismantle racial injustice or ensure equitable educational opportunity. We know that teachers have the greatest impact on student learning (e.g., Rockoff, 2004), and we know that schools perpetuate systemic inequities (e.g., Boykin & Noguera, 2011; Davis & Museus, 2019; Diamond & Gomez, 2023; Gorski, 2011; Hinnant-Crawford et al., 2023; Love 2019). By focusing on classroom-level practices that sustain the academic and cultural identity of Black students, we can help move toward equitable educational opportunities.
By identifying schools and teachers who demonstrate success in creating learning environments and opportunities that affirm and celebrate Black students’ identities while holding high expectations and transparent learning, we seek to name and unpack what is happening in the classrooms of teachers practicing equitable instruction and race-conscious learning. The concepts and relationships explored in this study are not new to the field. We are building on the work of Geneva Gay (2002), Gloria Ladson-Billings (1995, 2021), Gholdy Mohammad (2020, 2023), and Bettina Love (2019), among others. However, what we are adding to this perspective is how these ideas become enacted in practice in the context of a diverse district that seeks to improve Black student learning districtwide. We focus on more than just achievement; we also examine how schools create belonging and foster academic, cultural, and individual identities of Black students in service of learning to support improvement throughout the district.
We seek to name and unpack what is happening in the classrooms of teachers practicing equitable instruction and race-conscious learning.
This work began with a pilot study of one district’s middle school that demonstrated the highest ability to support Black students in meeting or exceeding expectations on the annual English Language Arts (ELA) assessment. Through interviews with teachers, coaches, deans, and administrators, we identified four impactful schoolwide actions: (a) explicit attention to race and racial identity; (b) consistent messaging about high academic expectations; (c) systems of co-planning and co-learning for vertical and horizontal teams of teachers, and (d) transparent, honest data use and culture.
Using what we learned in the pilot study, we launched a teacher-level study in Fall 2023. We identified 31 teachers, in grades three through eight, in schools with Black populations of ten percent or more, whose Black students met or exceeded expectations or demonstrated significant growth at rates similar to all students in the state. Currently, we are interviewing and observing those teachers, as well as school instructional leaders, to determine which teacher practices and instructional and engagement strategies are present in classrooms in which Black students have the highest academic learning and growth, and additional factors that contribute to the success of those teachers.
LtC: What are some of the ideas you hope the field of Educational Change and the audience at AERA can learn from your work related to practice, policy, and scholarship?
EA & DL: We think our findings are important for preparing leaders and teachers to support Black student learning. In leadership preparation programs, emerging leaders need to be taught to facilitate the critical consciousness of educators and students to recognize the role of oppression in our schools and to ensure celebrations of Black success and joy. Teachers need to understand what celebrating and interrogating race looks like within the context of the learning environment. The leaders need to then facilitate race-conscious discourse in classrooms and amongst faculty to help teachers practice the skills necessary to identify and challenge their biases and sustain their Black students’ academic identities.
The message for teachers and teacher leaders needs to be to hold the bar for learning high and support students to reach that bar; there also needs to be an expectation that this is a collective and collaborative pursuit. Educators must be able to identify not only what “high expectations” mean for their school, but also how to effectively scaffold for all students so that both the expectation and support are consistent throughout. Leaders and teachers need to be trained in how to have transparent and honest data conversations. This involves recognizing the value of multiple types of data, including qualitative data that help the teachers understand how each student is engaging with learning and disaggregated formative and summative assessment data to identify larger trends and address problems.
Changing educational practice is complex. It involves individuals throughout the system reflecting, developing critical consciousness, learning new ways of thinking, and trying new practices. The field has a solid research base on what makes high quality professional learning but there are still gaps in understanding about what makes a teacher implement new knowledge and skills in their practice. Once we have completed the current data collection and analysis, we will work with networked improvement communities of elementary schools who seek to improve their teaching and learning practices and Black students’ outcomes. Building from the promising practices of their peers, teams of teachers and leaders will work together to use liberatory design and improvement science to try new practices in their classrooms and schools.
We hope that the field can learn the importance of working in research-practice partnerships to address localized problems using established research methods. It is important to focus on what actions or strategies that, when practiced, improve Black students’ learning experiences. Traditionally in academic papers, we present a succinct set of findings and the evidence behind those findings, but we fall short of supporting practicing educators to make those findings come to life. Until we can translate findings into specific suggestions for practice, our research will not have the desired impact. We also think it is important to recognize the expertise of teachers that are having positive outcomes and to give them the opportunity to inform how a school or district helps to develop and prepare other teachers.
Until we can translate findings into specific suggestions for practice, our research will not have the desired impact.
Identifying and Supporting Key Actors in Community-Engaged Change Efforts for Educational Justice — Jeremy F. Price, Cristina Santamaría Graff, and Akaash Arora, Indiana University Indianapolis; Amy Waechter-Versaw, Indiana University Office of School Partnerships
Lead the Change (LtC): The 2024 AERA theme is Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action. How does your research respond to this call?
Jeremy F. Price, Cristina Santamaría Graff, Akaash Arora & Amy Waechter-Versaw (JFP, CSG, AA & AWV): This project works to dismantle racial injustice and construct educational possibilities by reaching across boundaries and working to bring people together to engage in educational change to support learners in school marginalized in multiple ways. It integrates several approaches and methodologies to impact not just school infrastructures, but also the approaches to prepare educators through teacher education. Using a “Family as Faculty” approach (Santamaría Graff, 2021; Santamaría Graff & Ballesteros, 2023), we brought family members, in-service educators, and teacher education students together at a local community center to discuss and develop appropriate practices and approaches. Family members of learners with disabilities, representing a range of intersectional identities and communities, were able to share directly with in-service and preservice teachers. These families shared their concerns and their ideas for creating more inclusive and equitable learning environments.
Family as Faculty (FAF) brings together folks from different communities across education. Importantly, FAF positions family members as experts of their children (with and without disabilities) within different educational contexts, whereby educators can learn from their knowledge and act upon their recommendations, guidance, or insights. In addition, FAF meetings allow for different groups of individuals committed to the well-being of children/learners to come together and share ideas on how to dismantle racial injustice within their different circles.
Family as Faculty (FAF) positions family members as experts of their children.
LtC: What are some of the ideas you hope the field of Educational Change and the audience at AERA can learn from your work related to practice, policy, and scholarship?
JFP, CSG, AA & AWV: We use social network analysis to identify and describe the ways the in-service teachers, preservice teacher education students, and family members interacted and connected with each other to seek out and share information. We identified and created several metrics for describing the ways these relationships played out in this very diverse—in terms of identities and communities—and heterogenous—in terms of roles in the network—group of people. Using these metrics can help researchers and educators co-construct and facilitate networks across multiple settings to support educational change efforts across participants.
Shifting the Focus: Examining Knowledge Brokers’ Relational Ecosystems — Anita Caduff, Alan J. Daly, and Marie Lockton, University of California, San Diego; Martin Rehm, University of Regensburg
Lead the Change (LtC): The 2024 AERA theme is Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action. How does your research respond to this call?
Anita Caduff, Alan J. Daly, Marie Lockton & Martin Rehm (AC, AJD, ML & MR): Our research and development work at SOSNetLab (https://sosnetlab.com/) responds to the AERA call in two ways. First, our research contributes to the understanding of how knowledge mobilization works by examining the practices, actors, motivations, and perspectives of knowledge brokers. Knowledge mobilization is defined as the movement of knowledge and resources to where they will be most useful through a multidirectional process that supports the co-construction and use of knowledge. We do not regard knowledge mobilization as unidirectional, focused on translating knowledge into practice only. Rather, we conceptualize the process as a reciprocated exchange: research, policy, and practice co-influence each other, creating a relational and multidirectional process that involves collaboration, co-production, co-creation, and co-questioning of knowledge (MacGregor & Phipps, 2020; Phipps et al., 2022; Ward, 2017). Knowledge brokers, who are individuals and/or organizations that transfer knowledge between entities that are not immediately connected (Weber & Yanovitzky, 2021), are key to this process and yet often overlooked. We argue that understanding the flow of knowledge and the work of knowledge brokers is crucial to unpacking the supports and constraints for the mobilization of knowledge to where it is most useful. This understanding, in turn, is critical for change, including dismantling racial injustice and imagining new educational possibilities.
Second and simultaneously, we build on this understanding to develop user-driven online tools that enhance the sharing of knowledge by analyzing, visualizing, and catalyzing social relationships. The goal of this toolkit is to support knowledge mobilization towards more equitable opportunities for all learners. In other words, our work contributes to both understanding and making headway toward the core issue that knowledge is often not getting into the hands of educators and policymakers who need it despite heavy investments in knowledge development. Let us elaborate on both aspects of our work.
We build on this understanding to develop user-driven online tools that enhance the sharing of knowledge by analyzing, visualizing, and catalyzing social relationships.
Our research focuses on “external” knowledge brokers, meaning those who introduce knowledge into organizations, such as into schools, districts, and state education agencies, as opposed to being “internally” located within these systems. We define knowledge broadly and include evidence derived from research, data, and lived experience, as we believe knowledge can and is created and shared from every seat. Our partners are equity-focused and evidence-based organizations that mobilize such knowledge resources to different levels of the education system, from curricula for PreK-12 classrooms to policy reports for state-level policy contexts and beyond. Our partners include an organization that creates equity-driven STEM materials and curriculum for K-12 contexts, a policy institute focusing on equitable multilingual learner policy, a non-traditional STEM learning space focusing on mentoring students from underrepresented groups and sharing best practices with the broader mentoring and research community, and a large philanthropic organization as a few examples. On the one hand, our partners provide us with insights into their successful work, which we share with the research community through publications and conference presentations. On the other hand, these same partners drive the co-design and co-development of our tools and a digital platform by sharing their challenges, testing the tools, and providing feedback to improve and further tailor the toolkit to enhance the mobilization of knowledge. Our partners’ input is instrumental as the toolkit’s intended audience are knowledge brokers, like our partners, who share the goal of disrupting educational systems to create more equitable opportunities for all learners.
LtC: What are some of the ideas you hope the field of Educational Change and the audience at AERA can learn from your work related to practice, policy, and scholarship?
AC, AJD, ML & MR: We hope that researchers continue to build on the great work underway by many Educational Change scholars and take away from our work the increased importance of examining the broader relational ecosystem when studying the intersection between research, policy, and practice. Knowledge brokers, who are integral to bridging research, policy, and practice, operate within relational ecosystems that influence knowledge mobilization efforts. We define relational ecosystems as networks with partner organizations and individuals around collaboration, support, and resource exchange. So rather than conceptualize organizations just as solo actors, we recognize and embrace the complex interdependent relationships that surround all of us as a potential source of knowledge exchange and sharing that are often hidden in plain sight. Deeply understanding these relational ecosystems involves investigating the stakeholders who influence and support equity-minded knowledge-brokering efforts, aiming at more equitable opportunities for all students and socially just education.
These stakeholders, who rely on knowledge brokers to support educational change, are often two or more steps removed from the intended change, and do not always directly interact with educators and leaders. Still, these intermediaries play a pivotal role in shaping the work of knowledge brokers and – indirectly – educators’ and students’ lived experiences. For example, math educators’ professional associations may shape the work of knowledge brokers working in the math space. Knowledge brokers who collaborate with these professional associations may adapt their projects to tailor them to the needs and challenges identified by the professional association, and they might be given the opportunity to speak at the professional association’s conferences to share knowledge with the math educator community directly. By analyzing brokers’ social networks around collaboration, support, and resource exchange, we gain insights into developing, refining, and sharing knowledge, resources, and ideas.
To be more specific, by using mixed-methods egocentric social network analysis, we can demonstrate that knowledge brokers in our study rely on relational ecosystems that include diverse organizations and individuals supporting their work in multiple ways. Our findings suggest that these knowledge brokers draw on a relational ecosystem with heterogeneous partners, meaning those with diverse backgrounds, goals, and organization types, including researchers, educational leaders, philanthropies, media outlets, policy institutes, and universities, characterized by strong ties. When we discuss the “strength of ties,” we mean, for example, the duration of the relationships, the frequency of interactions, the degree to which the relationships are mutual (i.e., whether support and resources flow in both directions), and the presence of an affective component such as trust (Granovetter, 1973; Reagans & McEvily, 2003). These strong ties allow knowledge brokers to receive support and engage in exchanges, improving their knowledge creation and mobilization efforts. However, despite having heterogeneous relationships, these strong ties may also create an enmeshed ecosystem in which new information is not likely to enter. In other words, knowledge brokers’ greatest strength, strong ties with diverse partners, may also reflect their greatest constraint in that often, in strong networks, novel information does not easily enter. Identifying these tensions holds promise in strengthening the knowledge mobilization process.
We recognize and embrace the complex interdependent relationships that surround all of us as a potential source of knowledge exchange.
Racial Equity and the Organization: An Educational Change Call to Action — Patricia M. Virella and Román Liera, Montclair State University
Lead the Change (LtC): The 2024 AERA theme is Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action. How does your research respond to this call?
Román Liera (RL): The 2024 AERA theme calls on educators to dismantle racial injustice and construct equitable, inclusive, and just educational environments. In my research on organizational change to advance racial equity, I learned that organizational learning, agency, evaluation, and equity are four characteristics that must be part of planning and implementing institutional transformation. For example, administrative and faculty leaders who invest resources and time to train tenure-streamed faculty to learn and develop equity-minded competencies also facilitate opportunities to create structures, policies, and practices that empower equity advocates to engage in action-oriented efforts that integrate racial equity across their organization’s various units (Liera, 2020; 2023).
Patricia Virella (PV): Similarly, I believe that, to dismantle racial injustice, we have to look at the organizational practices that are embedded and work on changing the organization. For example, in my work with school districts, re-constructing educational possibilities requires us to think more about the policies and organizational routines than upholding the culture of niceness. This refers to an environment that emphasizes superficial harmony and conflict avoidance, sometimes at the expense of suppressing diverse opinions and hindering effective collaboration. This culture can inhibit honest discourse and rigorous collaborative engagement among teachers, potentially impacting student outcomes.
Re-constructing educational possibilities requires us to think more about the policies and organizational routines than upholding the culture of niceness.
LtC: What are some of the ideas you hope the field of Educational Change and the audience at AERA can learn from your work related to practice, policy, and scholarship?
PV: My research into the expression of hope through leadership motivates me to explore avenues through which hope can be conveyed. For example, in my research on crisis and equity, leaders expressed hopeful and hopeless perspectives which enabled or hindered effective and inclusive schools (Virella, 2024). I am optimistic that the Educational Change sector will take the lead in instilling hope and comprehending the significance of purposeful, objective-driven measures. It is imperative for the Educational Change SIG and AERA audience to think critically to facilitate strategic actions aimed at achieving racial equity.
RL: I hope that the field of Educational Change and the AERA audience learn that organizational change to advance racial equity is a multi-layered, multi-leveled effort that requires resources, time, and support. I have spent considerable time studying organizational mechanisms associated with the professoriate. I have been intentional in this area because organizational mechanisms— like hiring—open a window to understanding an organization’s culture and are often more truthful in showing how racism exists and operates through people’s evaluation and decision-making practices. My hope is that the field of Educational Change focuses on organizational mechanisms that will help understand institutionalized racism in educational organizations and create structures, policies, and practices that support the disruption of institutionalized racism.
Pursuing Antiracist Organizational Change: Disrupting Racist and White Supremacist Culture in a Volunteer Education Professional Development Organization through Self-Study — Dr. Naitnaphit Limlamai, Colorado State University; Dr. Christina M. Ponzio, Grand Valley State University
Lead the Change (LtC): The 2024 AERA theme is Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action. How does your research respond to this call?
Naitnaphit Limlamai & Christina M. Ponzio (NL & CMP): The research we will present at AERA 2024 shares the process and outcomes of an organizational self-study that we facilitated alongside our colleagues and fellow educators. The study took place within the Michigan Council of Teachers of English (MCTE), a volunteer professional development organization for educators. The purpose of the study was to surface and interrogate ways that racist and white supremacist culture have shown up in the organization’s policies, practices, procedures, and norms. Our aim was to begin envisioning and enacting together antiracist “antidotes.”
To quote how our AERA President, Dr. Howard (2023) expressed it in this year’s conference call, this study responds to the 2024 AERA conference theme by sharing our collective undertaking with educators across the state of Michigan to “disrupt punitive policies, oppressive procedures, and brutal practices” to “cultivate . . . radical transformation” within the organization as well as the hearts and minds of its leaders and members. Our research also responds to the call to action because our work as researchers in this study did indeed require us “to think deeply about our own lived experiences and how they connect us with the work that we do” (Howard, 2023). We were also members of MCTE’s executive committee at the time this organizational self-study was conducted, and so our intentions as researchers are inevitably entangled with roles as members and leaders within the MCTE community.
What this means is that, as Dr. Howard (2023) expressed it, in “talking, studying, and researching race and racism” as a part of this study, we were challenged to engage in “listening, learning, reflecting, empathizing, caring, and acting” not just as researchers, but also as insiders who are deeply invested in the relationships and community we cultivated among our colleagues on the MCTE executive committee and in the organization as a whole. Thus, the transformation we report in this study is a reflection not just of the organization, but also of ourselves alongside people we know and care deeply about. In our research, we “look back . . . to imagine forward” (Howard, 2023) so that our work acknowledges the harm we have caused by not encountering the ways in which our organization enacted racism and white supremacy, and explicitly and intentionally moves to change those ideas. In the words of Dr. Howard (2023), we look toward our “research to be a solution in dismantling racial injustice and constructing educational possibilities.”
LtC: What are some of the ideas you hope the field of Educational Change and the audience at AERA can learn from your work related to practice, policy, and scholarship?
NL & CMP: Our work in education—and educational change more broadly—is tied to our identities as scholars, teachers, and activists. To that end, we draw on theoretical grounding to inform our practice and activism, constantly toggling between research and realities for teachers and students. In other words, shifting an organization’s culture away from white supremacy and toward antiracism is grounded in who we are and how we approach the work, informed by our research, reading, and teaching so that we can, in the words of Dr. Howard (2023), “be a catalyst of change.”
Therefore, based on our research (Limlamai & Ponzio, 2023), we offer the following key ideas to keep in mind as we engage in educational change: (a) conduct across micro-, meso- and macro-levels, as educational change entails critical examination by individuals of their own positionalities and interactions (micro), examining organizational practices and structures (meso), and situating all of this within broader ideologies (macro); (b) make explicit goals and values, develop shared language (and practice using it), and build ways to hold each other accountable in short- and long-term change goals; (c) develop authentic community and relationships between members of the organization; (d) involve formal (i.e., officers) and informal (i.e., grassroots) leaders who are visionary, receptive to new ideas, and consistent and predictable; formal leaders were open to leaders who emerged as informal, grassroots leaders; and (e) leverage opportunities for change, examination, and expansion within naturally emerging shifts and fractures within the organization.
Shifting an organization’s culture away from white supremacy and toward antiracism is grounded in who we are and how we approach the work.
Educational change work is dynamic and must respond to those leading the change, as well as with whom they are working to generate the momentum to change. All participants of educational change must approach it from positions of openness and continued learning.
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Caring for Cultural and Academic Identity: School Conditions and Teacher Practices Supporting the Academic Growth of Black Students
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