从星星之火,到燎原之势:新芽网络如何支持有色人种教师推动激进组织内外的变革

K. Baker-Doyle, Lynnette Mawhinney
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引用次数: 0

摘要

最近的研究表明,社会正义教师积极分子网络为有色人种教师提供了重要的支 持,减少了孤独感,提供了高质量的专业学习机会。然而,我们还需要对多个激进组织进行更广泛的研究,以加深我们对这些发现的理解。我们的研究考察了美国 14 个激进组织中 26 名有色人种教师的网络参与特点。我们的研究问题是(1) 有色人种激进教师如何在网络中促进社会资本,以影响其组织内外的政策和行 动?(2) 网络参与结构与有色人种教师参与激进组织之间存在何种关系?我们的研究设计采用了批判性社会网络研究方法,该方法借鉴了黑人女权主义思想 (BFT)和教师行动主义研究。我们的数据包括对 26 名教师的访谈和他们积极组织的文件。我们对数据进行了从宏观到微观的定性网络分析,从而对网络特征有了一个广泛的认识,并对部分教师的故事进行了深入的描述。我们发现,参与亲和团体和子团体的有色人种教师往往是政策和行动转变的萌芽者, 通常与他们组织中的种族和交叉正义有关。我们称这种网络现象为萌芽网络。我们还探讨了萌芽网络的其他特征,如倾向于反思、寻求指导和支持等。这项研究对未来社会网络的批判性研究以及在教育相关组织中设计具有根本包容性和人性化的社会基础设施具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From a Spark, a Mighty Flame: How Germinal Networks Support Teachers of Color to Promote Change in Activist Organizations and Beyond
Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our understandings of these findings. Our study examines the network participation characteristics of 26 activist teachers of Color across 14 activist organizations in the United States. Our research questions were: (1) How do activist teachers of Color foster social capital in networks to influence policies and actions in their organizations and beyond? (2) What relationship exists between the participation structures of networks and the involvement of teachers of Color in the activist organizations? Our research design used a critical social network research approach informed by Black feminist thought (BFT) and research on teacher activism. Our data included interviews from the 26 teachers and documents from their activist organizations. Our analysis involved a macro-to-micro qualitative network analysis of data, which afforded a broad view of network characteristics and deep descriptions of the stories of a subset of teachers. We found that the teachers of Color who were involved in affinity-based groups and subgroups were often the germinators of policy and action shifts, usually related to racial and intersectional justice in their organization. We call this network phenomenon a germinal network. We explore other features of germinal networks, such as a tendency toward reflexivity and mentorship-seeking and support. This study has implications for future critical research on social networks and the design of radically inclusive and humanizing social infrastructures in education-related organizations.
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