ABSTRACT In this collaborative self-study, teacher educators/researchers in four different geographic, social, and cultural institutions of higher education implemented Culturally Proactive Pedagogy (CPP) learning events into their undergraduate literacy methods courses. Conceptually, this study used the Pose, Wobble, Flow (P/W/F) framework developed by Garcia and O’Donnell-Allen to build upon theories of culturally responsive teaching and culturally sustaining pedagogies. Our primary research questions were: What are our poses, wobbles, and flows while implementing culturally proactive pedagogies in literacy methods courses? What is learned from engaging in a self-study with critical friends? We acted as participants, teachers, and researchers throughout the self-study. By taking on these multiple identities, we hoped to grow and reflect on our personal and professional journeys as educators. Through a series of shared learning events taught in each of our classrooms, we collected data based on our reflections, monthly video meetings, and assignments completed by us and with our preservice teachers. Individual findings present each researcher’s poses, wobbles, and flows in implementing CPP. Additionally, the ways privilege, collaboration, and accountability through critical friends emerged as lasting lessons in this self-study research.

中文翻译：

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与关键朋友的协作式自学：扫盲方法课程中具有文化前瞻性的教学法

摘要在这项协作式自学中，来自四个不同地理，社会和文化机构的高等教育的教师教育者/研究人员在他们的大学识字方法课程中实施了文化主动教育法（CPP）学习活动。从概念上讲，此研究使用了由加西亚（Garcia）和奥唐纳·艾伦（O'Donnell-Allen）开发的“姿势，摆动，流量”（P / W / F）框架，以文化响应式教学和文化可持续教学论为基础。我们的主要研究问题是：在扫盲方法课程中实施具有文化前瞻性的教学法时，我们的姿势，摆动和动作是什么？与重要朋友进行自学会学到什么？在整个自学过程中，我们都是参与者，老师和研究人员。通过采取这些多重身份，我们希望能够成长并反思我们作为教育工作者的个人和专业旅程。通过在每个教室中教授的一系列共享学习活动，我们根据自己的反思，每月的视频会议以及我们和职前教师完成的作业收集了数据。个别发现显示了执行CPP时每个研究人员的姿势，摆动和流程。此外，在这项自学研究中，持久的教训中出现了通过重要朋友的特权，协作和责任感的方式。并执行CPP。此外，在这项自学研究中，持久的教训中出现了通过重要朋友的特权，协作和责任感的方式。并执行CPP。此外，在这项自学研究中，持久的教训中出现了通过重要朋友的特权，协作和责任感的方式。