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From Co-Developing Norms to Providing Them: A Journey Toward More Equitable Community Building
Abstract
It is a common perspective that new communities should co-construct norms, in the beginning, in service of community building and increasing buy-in. While these are potential outcomes for certain groups, the authors' work in cultivating learning communities of early career high school math and science teachers at the Knowles Teacher Initiative has demonstrated that asking new communities to co-construct norms in the beginning can be challenging and problematic as it can often serve to reinforce problematic interactions and expectations in a learning community whose members, and their ways of learning, are varied and diverse. The authors' current perspective is that norms should be given to a newly formed community to better advocate for all of its members' needs and to advance the learning of the whole community. This chapter describes the challenges and assumptions that new communities encountered when asked to construct their own norms; considers the role of identity, power, and culture in norm construction; and presents the three norms that are now offered to new communities.
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