ERIC Number: EJ1429486
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: EISSN-1366-5898
The Value of Scholar-Practitioner Cultural Intuition in Transforming Educational Systems
Janet Rocha; Tamara Coronella; Maria Reyes; Lindsay Romasanta
International Journal of Qualitative Studies in Education (QSE), v37 n6 p1752-1771 2024
In this manuscript, we discuss how we, four women scholar-practitioners of color (WSPoC), utilize their cultural intuition (CI) to navigate the work place and academia in the context of our professional roles situated within STEM-M (Science, Technology, Engineering, Mathematics-Medicine) K-16 setting. We collectively shared our "testimonios" through "platicás" in writing group sessions creating a virtual "counterspace" that allowed us to examine the role of CI in our lives. From that examination, we developed a conceptual model of "Scholar-Practitioner Cultural Intuition" (SP-CI) consisting of five tenets. The objectives of this manuscript are to describe the testimonio process, the conceptual model that emerged from the analysis of the testimonios, and the model itself. Thus, this manuscript strives to reconstruct and reimagine the understanding of how scholar practitioners (SP) navigate and advocate for themselves and students within racist educational structures and systems.
Descriptors: STEM Education, Elementary School Teachers, Middle School Teachers, High School Teachers, Women Faculty, African American Teachers, Cultural Influences, Intuition, Social Networks, Reference Groups, Racism, Educational Change
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A