Developing Special Educator Cultural Awareness Through Critically Reflective Professional Learning Community Collaboration

Abstract

The development of cultural awareness in educators ensures that culturally and linguistically diverse students receive culturally responsive practices. Because special educators already advocate for their exceptional students, they are well suited to advocate for cultural responsiveness in their schools as well. The purpose of this article is to outline a framework, and case study utilizing this framework, for helping special educators push forward their own cultural awareness and actively develop tools they can use for fostering cultural awareness in colleagues. The framework uses critically reflective, collaborative professional learning communities (PLCs). Drawing from the research on teacher critical reflection, collaborative PLCs, and Engeström’s theory of expansive learning, a case study using the framework was conducted with 10 practicing teachers. Participants read and reflected on critical literature to make visible unexamined beliefs, engaged in conversations that pushed them to reflect more deeply and project forward new ideas, and set goals for acting as agents of change in schools.