Relational Spiritual Knowing as an Educator of Color: Navigating Predominantly White Educational Settings

Abstract

Abstract: This article explores the critical role of Relational Spiritual Knowing (RSK) as both a source of strength and a form of activism for African American educators navigating Predominantly White Institutions (PWIs). Through personal reflections and scholarly correlations, it examines how RSK empowers educators to assert their voices and identities in environments that have historically marginalized them. The integration of RSK into educational practices is presented as essential for creating more inclusive, equitable, and spiritually enriched academic spaces. The article also highlights the systemic challenges faced by African American educators, such as power dynamics, microaggressions, and tokenism, and how RSK can serve as a powerful framework for resilience and activism. The discussion extends to personal and professional recommendations for incorporating RSK into teacher education programs, and the need for stronger institutional support within PWIs. The conclusion calls for a collective commitment to recognizing and supporting the spiritual needs of African American educators as a fundamental aspect of promoting equity and inclusion. The potential of RSK to transform educational environments and foster deeper, more meaningful connections among culturally diverse individuals is emphasized, offering a vision of a future where every educator\u27s voice is heard, valued, and celebrated