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<p>In the realm of professional development and continuous learning, engaging in book studies has proven to be an effective strategy for educators to examine challenging topics. This research investigated the transformative potential of a specific book study— <i>Relational realms: Helping educators navigate and cultivate healthy schoolhouse relationships—</i>that is an exploration of pedagogical strategies and practices for teacher-student relationship building that disrupts current political efforts to further silence issues of equity and inclusion, which lead to deeper chasms between teachers and their students. Framed in reflective practice theory, this qualitative collaborative self-study explored the perceptions of four educators who voluntarily joined the book authors to participate in the book study. Three overarching themes emerged from the data: <i>preparation, process, and plan</i>. The preparation includes what occurred as collaborators prepared for the book study and their previous expectations. The process involves the insights, questions, wonders, confirmations, and difficult dialogues experienced during the book study sessions. The plan encompasses how collaborators’ beliefs, practices, and ways of knowing and being were impacted by the book study and how that impact will manifest in their professional lives. This book study applied components of effective professional development through book studies and principles of reflective practice to create the space and conditions for teacher growth and development. Collaborators believe that the book study contributed positively to their relational competence and to their development as social justice minded teachers and teacher leaders who value equity and inclusion in more formidable ways than conventional methods of professional development.</p>

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Gentle Resistance: Leveraging Book Study for Educator Professional Development that Transforms Perspectives on Teacher-Student Relationships, Equity and Inclusion

  • 期刊论文

  • 发表日期：

    2025年7月7日

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  • Diana Wandix-White,
  • Vicki G. Mokuria,
  • Sara Abi Villanueva,
  • Niki Jones,
  • Hope Feaster-King,
  • Samantha Mosqueda

摘要

In the realm of professional development and continuous learning, engaging in book studies has proven to be an effective strategy for educators to examine challenging topics. This research investigated the transformative potential of a specific book study— Relational realms: Helping educators navigate and cultivate healthy schoolhouse relationships—that is an exploration of pedagogical strategies and practices for teacher-student relationship building that disrupts current political efforts to further silence issues of equity and inclusion, which lead to deeper chasms between teachers and their students. Framed in reflective practice theory, this qualitative collaborative self-study explored the perceptions of four educators who voluntarily joined the book authors to participate in the book study. Three overarching themes emerged from the data: preparation, process, and plan. The preparation includes what occurred as collaborators prepared for the book study and their previous expectations. The process involves the insights, questions, wonders, confirmations, and difficult dialogues experienced during the book study sessions. The plan encompasses how collaborators’ beliefs, practices, and ways of knowing and being were impacted by the book study and how that impact will manifest in their professional lives. This book study applied components of effective professional development through book studies and principles of reflective practice to create the space and conditions for teacher growth and development. Collaborators believe that the book study contributed positively to their relational competence and to their development as social justice minded teachers and teacher leaders who value equity and inclusion in more formidable ways than conventional methods of professional development.