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Empowering Collaborative Inquiry and Equity Through Intentional Learning Communities: Case Studies in Teacher Education Faculty Learning
Abstract
Originally prominent in K-12 settings, intentional learning communities (ILCs) are collaborative groups that support professional growth and research, particularly in equity-focused education. The chapter discusses how ILCs have been adapted for higher education, providing case studies that showcase faculty involvement in such initiatives. Key principles like trust, reflection, and a commitment to equity are identified as critical for the effectiveness of ILCs. These principles foster an environment conducive to mutual feedback and self-examination. The chapter also addresses the implementation of ILCs within the College of Education at the authors' institution, highlighting their role in promoting principles of belonging, equity, diversity, and inclusion (BEDI). The chapter concludes by offering practical suggestions for educational institutions interested in integrating ILCs, emphasizing their potential for interdisciplinary research and curriculum enhancement, while also contributing to an equitable academic culture.
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