Happy New Year Colleagues!
One week into the new year, many of us are likely (re)committing to goals of transformation in our personal and professional lives. As this month’s Pullias Center’s newsletter guest editor, it is my hope to take advantage of some of this “new year, new me energy.” Since 2020, educators and educational leaders have witnessed a global shift in the zeitgeist, making it popular opinion that education should be transformational to realize the democratizing ideals of a more equitable education system. Democratizing, in that our ideals of educational equity should promote emancipatory opportunities for personal, professional and intellectual growth that moves society forward and toward a more balanced state of individual liberation and collective synergy.
In this month’s newsletter, I offer a meditation on what it looks like to establish and embody a praxis of ‘emancipatory relationality’ in educational research. With the hopes of inspiring a collective moment of critical self-reflection as we begin the new year, I share insights from my personal experiences as an educator and thought leader committed to establishing liberatory relationships through educational research collaborations. In doing so, I hope that we might begin to think more deeply about the power of collaborative research dynamics in high impact research—meaning, that we might all think more deeply about how we collaborate across sectors of education (i.e., PK, K-12, and higher education); institutional types (i.e., PWIs, MSI, Tribal, HBCUs); tenure status (i.e., clinical, research and tenure track); and stakeholder positionality (i.e., students, parents, educators and administrators).
In health and solidarity,
