Taking Medicine That Heals: Teachers Engaging in Reflective Inquiry Through Community Cultural Wealth

Abstract

This study explores how reflective inquiry can empower teachers from marginalized backgrounds, specifically women of color from immigrant families. Through the Community Cultural Wealth (CCW) Reflective Inquiry, K–12 teachers merged their testimonios with theoretical concepts to identify their own funds of knowledge and capital. The CCW Reflective Inquiry was developed through culturally responsive-sustaining methods to meet the needs of the teachers enrolled in a graduate-level course. This study highlights the necessity of integrating culturally responsive-sustaining methods of inquiry into teacher education to support educators in connecting to course content, navigating oppressive environments, and continuing their work toward social justice.