Relating, Reckoning, and Reconciling: Sustaining Equity, Diversity, Inclusion, and Belonging Through a Professional Learning Community

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Author(s): Catherine McTamaney (Vanderbilt University, USA), Eve Rifkin (Vanderbilt University, USA), Hasina Mohyuddin (Vanderbilt University, USA)and Nicole M. Joseph (Vanderbilt University, USA)
Copyright: 2024
Pages: 22
Source title: Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
Source Author(s)/Editor(s): Susan R. Adams (Butler University, USA)and Angela Breidenstein (Trinity University, USA)
DOI: 10.4018/978-1-6684-7270-5.ch015

Keywords: Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science / Teacher Education

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Abstract

This chapter describes the work of a professional learning community of higher-education faculty and staff launched to support and probe more expansive thinking about issues of equity, diversity, inclusion, and belonging (EDIB). As participant-observers, the authors describe the preparation, enactment, and reflection upon a pilot program using structured protocols to curate opportunities for faculty to engage authentically in EDIB work. Building on research into the development of professional learning communities and the contexts of transformational learning and tempered by the needs for psychological safety in the process, a professional learning community (PLC) of 13 faculty and 3 facilitators was launched to support more expansive thinking about EDIB issues. While most often EDIB efforts to address in higher education are reactive to an inciting event or crisis, this project seeks to create sustainable transformative learning centering inclusion and disrupting systems of dominance and white supremacy in a more proactive way.

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Relating, Reckoning, and Reconciling: Sustaining Equity, Diversity, Inclusion, and Belonging Through a Professional Learning Community

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