Getting Comfortable with the Uncomfortable: Conversations About Race, Culture, and Transformative Pedagogy in an Urban-Based Professional Learning Community

  • Althier M. LazarEmail author
  • Danielle Nicolino
Part of the Education, Equity, Economy book series (EEEC, volume 7)


Teachers who know themselves, their students, and their practices are best positioned to create humane classrooms where students feel validated, cared for, and important. Teachers can acquire this knowledge through study, dialogue, self-reflection and a willingness to grapple with issues such as race. This chapter describes Danielle’s (second author) attempt to invite her colleagues to join her in a professional learning community to explore the three pillars of transformationist pedagogy: knowing self, knowing students, and knowing practice (Howard 2006). The chapter details teachers’ responses to these learning sessions and sets an agenda for professional learning communities that focuses on transformationist teaching.


Race Culture Transformative pedagogy Professional learning community Teachers’ perspectives 


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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Teacher EducationSaint Joseph’s UniversityPhiladelphiaUSA
  2. 2.Roosevelt Middle School, Twin Lakes School CorporationMonticelloUSA

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