Race and Pedagogy by Adams Susan R.;Buffington-Adams Jamie;

Author:Adams, Susan R.;Buffington-Adams, Jamie;
Language: eng
Format: epub
Tags: undefined
Publisher: Lexington Books
Published: 2012-08-15T00:00:00+00:00

4. To learn more about Microlabs, please visit http://schoolreforminitiative.org/doc/microlabs.pdf.

Chapter 3

Creation and Implementation of the Collaborative Affinity Mapping Analytic (CAMA)

As we just described in chapters 1 and 2, in 2010, a group of ten educators of various races, ages, genders, and professional roles attended a five-day Teaching for Education Equity (TFEE) seminar at a small, private Midwestern college. This seminar formed the basis of Susan’s dissertation study, which focused on the experience of high-quality race-based professional development for teachers. Four of the participants who lived in the same metropolitan area, including Jamie, Jannine, Cori, and Careth, and later Michael, chose to continue their experience by forming a group upon returning home. Susan became the group’s de facto leader[1]; for two years following the original TFEE seminar, this group of five educators who spanned four different school districts and content areas met approximately every six weeks.

The Equity Group, as it came to be known, consisted of two Black females, one Black male, and two white females. They met in basement offices, long-emptied classrooms, and cozy kitchens to continue the work of deconstructing the systematic racism and oppression they witnessed in their schools, to find ways to combat hegemony in their classrooms, and, in short, in hopes of becoming antiracist educators. While the birth of the Equity Group had undoubtedly thrown Susan’s research study a curve ball, it also presented a unique opportunity for Susan, as the researcher, to better understand what constitutes quality professional development. For the Equity Group members, it was a chance to delve deeply into what it meant to be an antiracist educator in the current political climate and to see how they might understand and interrupt school practices which have traditionally marginalized students of color.

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