"Collaborative Conversations for Culturally Sustaining, Socially Just Pedagogy" by Sarah N. Newcomer and Kathleen M. Cowin

Diversity, Social Justice, and the Educational Leader

Article Title

Collaborative Conversations for Culturally Sustaining, Socially Just Pedagogy: Creating A Safe Space for Dialogue and Practice

Authors

Sarah N. Newcomer, WashingtonState University Tri-CitiesFollow
Kathleen M. Cowin, Washington State University Tri-CitiesFollow

Abstract

Given the increasing number of culturally and linguistically diverse students in our nation’s schools (NCES, 2020), we need teachers and school leaders who teach in inclusive and socially just ways. In this qualitative case study (Merriam & Tisdell, 2016), we paired up leader candidates (LCs) and teacher candidates (TCs) in a series of collaborative conversations focused on culturally sustaining, socially just pedagogy (CSSJP) (Authors, 2018), to learn how bringing teacher and leader candidates together may support their understandings of enacting CSSJP. Collaborative conversations may help TCs and LCs share the responsibility of doing the challenging, but necessary, work of enacting CSSJP – work that is too big and important to shoulder alone.

Recommended Citation

Newcomer, Sarah N. and Cowin, Kathleen M. (2022) "Collaborative Conversations for Culturally Sustaining, Socially Just Pedagogy: Creating A Safe Space for Dialogue and Practice," Diversity, Social Justice, and the Educational Leader: Vol. 5: No. 1, Article 1.
Available at: https://scholarworks.uttyler.edu/dsjel/vol5/iss1/1

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