The authors utilize a duoethnographic approach to interrogate their positionality within a co-caring community of elementary school educators who participated in a week-long writers' workshop as part of their professional development. The teachers worked in a rural elementary school in the American South that served students who represent…

Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers' learning to support multilingual students. This…

Through the creation and analysis of Small Group Learning Communities (SGLC) at a predominantly White university in the U.S. South, this study investigated how SGLCs operationalize intersectional Black feminist praxis via dialogue, liberation, and ethic of caring. The racialized and gendered organizational dynamics that govern institutions of…