Can We Talk? Dialogic Models of Identity Exploration and the Implications for Equitable Praxis of In-service Educators

This dissertation of practice considers the dynamics of identity development of in-service educators and the intersection of their educator role with their other identities in service of orienting toward an anti-racist praxis. The problem of practice addressed centered the theory that educator identity is socially constructed, and identity may influence how educators replicate inequity in the US education system. This dissertation of practice supposed that if centers of learning engage in dialogic models, then exploring identity (gender, race, and educator role) at the individual level could be leveraged to examine and critique practices, policies, and systems for more equitable outcomes for students historically marginalized. Dialogic models, within the context of this dissertation of practice, are defined as structured opportunities for conversations, where specific topics are explored. The intervention included professional development on identity, a protocol to structure dialogue with educators, and reflections from the school leader on leading equity work. This mixed methods dissertation of practice incorporates quantitative survey data and qualitative information from open-ended questions and researcher memos. Findings from the study include how educators understood their identities and their interpretation of the importance of identity exploration. Recommendations include the importance of time allocation for dialogic practices, support for education leaders who engage in this work, and the need for more research with educators of various identities to reimagine educational systems that center the needs of students and communities of color.