Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices

Abstract

This qualitative exploratory case study addresses constructs of educational inequity on a global scale through an iterative analysis of the cultural experiences of 61educators from South Africa and the United States. The project provided an online and in-person network for educators to discuss cross-cultural challenges, educational system assets, and inclusive strategies for supporting culturally and linguistically diverse learners. A shared professional development process, designed from an adapted Changemaking process, increased the knowledge, understanding, and application of innovative, culturally responsive inclusive practices of new teachers while also serving as an opportunity for veteran teachers to receive additional teacher training. Educators exchanged ideas on increasing positive classroom management, motivating learners using empathy, collaborating effectively, linking learning and postsecondary transition experiences, and improving partnership with families. This global and cultural exchange exposed them to unique and diverse educational perspectives, a critical aspect in supporting all learners within the K-12 educational system. Results of this project indicate that using the adapted Changemaking process increased educators' awareness of culturally responsive inclusive practices, allowed participants to make comparisons between global contexts, developed empathy, and inspired collaborative engagement and leadership within their individual educational settings.

Changemakers share their why, collaborate as critical friends, and highlight leadership skills

“…Additional barriers to enrollment and attendance such as high school fees, transportation and safety affect learners in SA schools (Hanaya, McDonald & Balie 2020;Reid 2002). Educators in both countries report a need for additional training and support in order to provide quality education (Jez & Luneta 2018;Jez et al 2022a;Meda et al 2022). This project tasked educators, hereinafter referred to as Changemakers, with identifying assets within their contexts that lead to professional growth and innovative support for learners.…”

“…The adapted Changemaking framework is a three-step process that tasks educators with addressing challenges by framing, convening and igniting (Ashoka 2014;Jez et al 2022a;Rivers et al 2015). This qualitative study used the Changemaker framework and its steps to categorise salient themes that emerged from participants' narratives.…”

“…Although school leaders are there to support educators within the schools, many educators claim that they do not feel supported by their administrative leaders when it comes to workload, stress management and overall goals. As Jez et al (2022a) shares, as we shift from traditional to transformational teaching practices, for every new initiative, responsibility, curriculum or practice that is added to a teacher's plate something needs to be taken off or shifted to ensure success in implementation. Secondly, learners and teachers benefit when resources are available (Bryner 2021;Resh & Lanlan Xu 2014).…”

“…If teachers feel unheard or ignored while policies and practices are being decided, resentment can arise, and resentment can also lead to stress and burnout (Beltman & Poulton 2019). Fourthly, professional development should be continuous, applicable and relevant to the school (Christofferson & Sullivan 2015;Jez & Luneta 2018;Jez et al 2022a;Meda et al 2022;Siebert 2005;Wei et al 2009). The Changemakers believe that in order to serve learners effectively, teacher preparation programmes should reimagine authentic opportunities in the field while they are learning to teach (Jez et al 2022b).…”

“…The Changemakers believe that in order to serve learners effectively, teacher preparation programmes should reimagine authentic opportunities in the field while they are learning to teach (Jez et al 2022b). Conversely, veteran teachers can learn from the preservice teachers who come in with current evidence-based practices (Jez et al 2022a).…”