Using Self-Study Community of Practice to Rehearse Antiracist Pedagogy and Practice

As four White university teacher educators, we engaged in a self-study community of practice to unpack our attempts to take on roles as antiracist educators. We were guided by the research question: How do educator preparation faculty leverage an online self-study community of practice to rehearse intentions of antiracist pedagogies and practice? Within this group, we read two texts, participated in six recorded sessions and created 15 arts-based artifacts as we reflected on our antiracist pedagogy and practice. Although we each experienced the self-study community of practice differently, it served as a rehearsal space for shifting from feelings-based advocacy toward outcome-focused advocacy. New knowings demonstrated individual changes attributed to the work of the SSCoP and SSCoP process outcomes. Moving forward in this current educational climate, we remain committed to critically examine what constitutes praxis to develop and assert identities as antiracist teacher educators individually and collectively.