In this manuscript we describe our journey as two White coteachers conducting interpretive research with Black and Brown students in a remote-learning teacher preparation course in New York City. In the context of uncertainty, during the twin epidemics of COVID-19 and racial injustice, we explore how we reframed our contemplative pedagogy by embracing an equity-oriented framework. We share stories about moments of awakening drawn from spaces between us and our exceptional cohort of special education teachers – reflections about sensations, emotions, biases, and lived experiences as we embrace the identity of interbeing. Specifically, we explore transformations in our approach to process orientation, reflective journaling, heuristic methodology, and event-oriented inquiry as enacted in the course. We advocate for supporting faculty and students in contemplative enactments to build trust, relationship and communication essential for centering equity in response-able education.

在这份手稿中，我们将我们的旅程描述为两名白人女教师在纽约市的远程学习教师准备课程中与黑人和棕色学生进行解释性研究。在不确定性的背景下，在 COVID-19 和种族不公正的双重流行期间，我们探讨了如何通过采用以公平为导向的框架来重新构建我们的沉思教学法。我们分享从我们和我们特殊教育教师群体之间的空间中汲取的关于觉醒时刻的故事——当我们接受互惠的身份时，对感觉、情感、偏见和生活经历的反思。具体来说，我们探讨了过程导向、反思日记、启发式方法和课程中制定的面向事件的调查方法的转变。