Disrupting Microaggressions in P–16 Classrooms: A Facilitated Workshop Approach Using Critical Case Analysis

Abstract

This article outlines a facilitated workshop developed by a collective of teacher educators working to disrupt microaggressions in their college of education, practicum field placements, and local school divisions. Using critical case analysis, workshop participants examine recent microaggressions committed by teachers and administrators against marginalized children and pre-service teachers in P–12 schools. Tools to recognize and disrupt these microaggressions are discussed as a means to take action. This workshop can be adapted to meet the context, audience, and needs of various stakeholders.