Pub Date : 2022-03-09DOI: 10.1080/17425964.2022.2049739
Colette Rabin
ABSTRACT This self-study describes my year-long investigation to create caring community in my fourth-grade classroom. An introspective and dialogic pedagogy of intention-setting revealed students’ experiences of taken-for-granted uncaring. This window into students’ experiences afforded me opportunities to model care. Intentionality, dialogue, and collective commitment helped students learn to conceive of their own justifications and methods for caring across differences of ability, culture, and race. The sensitivity of self-study to my students’ learning gave me patience and courage in the unchartered and uncertain process of pedagogical innovation. The students’ inclinations to care imply possibilities for a care (versus duty) based morality.
{"title":"‘I Intend Not to Roll My Eyes When I Don’t like My Partner’: Fourth-Graders’ Intentions to Care","authors":"Colette Rabin","doi":"10.1080/17425964.2022.2049739","DOIUrl":"https://doi.org/10.1080/17425964.2022.2049739","url":null,"abstract":"ABSTRACT This self-study describes my year-long investigation to create caring community in my fourth-grade classroom. An introspective and dialogic pedagogy of intention-setting revealed students’ experiences of taken-for-granted uncaring. This window into students’ experiences afforded me opportunities to model care. Intentionality, dialogue, and collective commitment helped students learn to conceive of their own justifications and methods for caring across differences of ability, culture, and race. The sensitivity of self-study to my students’ learning gave me patience and courage in the unchartered and uncertain process of pedagogical innovation. The students’ inclinations to care imply possibilities for a care (versus duty) based morality.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"15 1","pages":"82 - 101"},"PeriodicalIF":1.6,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81858356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/17425964.2022.2048645
Kelsey McEntyre, Victoria N. Shiver, K. Richards
ABSTRACT The female faculty experience in higher education is uniquely challenging due to a variety of factors including societal expectations for women, gender bias, and gender politics. However, each female faculty member’s experience is specific to their individual circumstances. Critical examination of these experiences could inform individuals and the wider academic community. Grounded in an adaptation approach to role theory, Kelsey used self-study to understand her management of and adaption to work and non-work roles. Tori, who was also beginning her academic career, served as Kelsey’s critical friend. Kevin, a previous faculty member at the institution where Tori and Kelsey completed their doctoral degrees, served as a second-level critical friend by providing feedback on implementation of the self-study approach. Data collection included Kelsey’s reflective journal, critical friend conversations with Tori, and meta-critical friend conversations with Kevin. Kelsey’s ongoing struggle with navigating her various role-related responsibilities and managing the intersections of these roles led to identification of three themes: (a) family-life/work affecting the other, (b) relying on support, and (c) navigating challenges with imposter syndrome. Kelsey’s personal and professional roles conflicted, which caused challenges that were compounded by experience with imposter syndrome. Throughout the year, Kelsey worked toward a personal understanding of role management with the support of her husband, critical friends, colleagues, and structural elements of her institution. Findings of this study highlight the importance of female faculty members and mothers examining role management, along with the need for others not included in this demographic to be responsive to such findings.
{"title":"‘It’s Definitely Something You Have to Work Towards:’ A First-year Female Faculty Member’s Attempt at Role Management","authors":"Kelsey McEntyre, Victoria N. Shiver, K. Richards","doi":"10.1080/17425964.2022.2048645","DOIUrl":"https://doi.org/10.1080/17425964.2022.2048645","url":null,"abstract":"ABSTRACT The female faculty experience in higher education is uniquely challenging due to a variety of factors including societal expectations for women, gender bias, and gender politics. However, each female faculty member’s experience is specific to their individual circumstances. Critical examination of these experiences could inform individuals and the wider academic community. Grounded in an adaptation approach to role theory, Kelsey used self-study to understand her management of and adaption to work and non-work roles. Tori, who was also beginning her academic career, served as Kelsey’s critical friend. Kevin, a previous faculty member at the institution where Tori and Kelsey completed their doctoral degrees, served as a second-level critical friend by providing feedback on implementation of the self-study approach. Data collection included Kelsey’s reflective journal, critical friend conversations with Tori, and meta-critical friend conversations with Kevin. Kelsey’s ongoing struggle with navigating her various role-related responsibilities and managing the intersections of these roles led to identification of three themes: (a) family-life/work affecting the other, (b) relying on support, and (c) navigating challenges with imposter syndrome. Kelsey’s personal and professional roles conflicted, which caused challenges that were compounded by experience with imposter syndrome. Throughout the year, Kelsey worked toward a personal understanding of role management with the support of her husband, critical friends, colleagues, and structural elements of her institution. Findings of this study highlight the importance of female faculty members and mothers examining role management, along with the need for others not included in this demographic to be responsive to such findings.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"21 1","pages":"138 - 157"},"PeriodicalIF":1.6,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73895236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17425964.2022.2033970
E. Kenyon
ABSTRACT As a social studies teacher educator in the United States, it is crucial that I work to better understand myself and my teaching in regard to anti-racism. As a community, we need to study ourselves both as individuals and as programs to better ourselves as teacher educators who care deeply about racial justice, both for our own students and for our students’ students. Using two semesters of data, this self-study looks critically at the ways in which the white social contract and my own socialization impact how I do and do not teach against racism in my early childhood social studies methods course.
{"title":"You Can’t Be A Nice White Lady and Do Anti-Racism Work: A Self-Study On Teaching Against Racism","authors":"E. Kenyon","doi":"10.1080/17425964.2022.2033970","DOIUrl":"https://doi.org/10.1080/17425964.2022.2033970","url":null,"abstract":"ABSTRACT As a social studies teacher educator in the United States, it is crucial that I work to better understand myself and my teaching in regard to anti-racism. As a community, we need to study ourselves both as individuals and as programs to better ourselves as teacher educators who care deeply about racial justice, both for our own students and for our students’ students. Using two semesters of data, this self-study looks critically at the ways in which the white social contract and my own socialization impact how I do and do not teach against racism in my early childhood social studies methods course.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"14 1","pages":"23 - 39"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73650368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17425964.2022.2044586
J. Kitchen, Natalie Brown
ABSTRACT This collaborative self-study begins with the critical incident that led a collaborative relationship between a relatively privileged teacher educator and a racialized teacher candidate. The teacher candidate, serving as a critical friend, helped the teacher educator become aware of his blind spots and enhanced his critical awareness and practices by attending to the voices of racialized teacher candidates. The teacher candidate identified five themes – the three blind spots and two eye-openers in this article – as areas for growth among teacher educators. The authors explore these themes through reflective writing that explores changes in practice over the duration of the course. The study is significant both for the social justice themes raised and for its consideration of self-study as a dynamic reflective process that can impact practice immediately. Also, by involving a teacher candidate as a full collaborator, this inquiry builds on Finlayson, Whiting and Cutri’s account of a teacher candidate’s experience of a program.
{"title":"Blind Spots and Eye-Openers: Attending to the Concerns of Racialized Teacher Candidates in a Social Justice Course","authors":"J. Kitchen, Natalie Brown","doi":"10.1080/17425964.2022.2044586","DOIUrl":"https://doi.org/10.1080/17425964.2022.2044586","url":null,"abstract":"ABSTRACT This collaborative self-study begins with the critical incident that led a collaborative relationship between a relatively privileged teacher educator and a racialized teacher candidate. The teacher candidate, serving as a critical friend, helped the teacher educator become aware of his blind spots and enhanced his critical awareness and practices by attending to the voices of racialized teacher candidates. The teacher candidate identified five themes – the three blind spots and two eye-openers in this article – as areas for growth among teacher educators. The authors explore these themes through reflective writing that explores changes in practice over the duration of the course. The study is significant both for the social justice themes raised and for its consideration of self-study as a dynamic reflective process that can impact practice immediately. Also, by involving a teacher candidate as a full collaborator, this inquiry builds on Finlayson, Whiting and Cutri’s account of a teacher candidate’s experience of a program.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"10 1","pages":"98 - 118"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75376358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17425964.2022.2058317
J. Kitchen, A. Berry
The death of George Floyd shocked the world in the summer of 2020. The video recording of a Minneapolis police officer pressing his knee against Mr. Floyd’s neck for over nine minutes, while other officers watched and did nothing, stands as incontrovertible evidence that racialized people (especially Blacks) are often victimized by the implicit biases and overt actions of White police officers. More recently, the officers involved were convicted for their action that led to George Floyd’s death. While shocking, the incident was hardly surprising to racialized people or those of us committed to social justice. This was one of many instances in a wider pattern of violence and discrimination directed at Blacks by police officers; Floyd’s name joins a list of names including Eric Garner, Michael Brown, Breonna Taylor and Duante Wright. This was just one of many events during the era of President Trump (2016–2020) that represented a sharp turn away from the apparent progress signalled by the election of his predecessor Barack Obama (2008–2016). The shift from racial progress to racial regression over two presidencies is representative of similar cycles in the history of the United States and the world. ‘The arc of the moral universe is long, but it bends toward justice,’ proclaimed President Barrack Obama in a eulogy for one of the victims of a mass shooting at Emanuel African Methodist Episcopal Church in Charleston, South Carolina (Kakutani, 2015). These words, first expressed in a sermon by Theodore Parker in the 1850ʹs and made famous by Martin Luther King Jr. in the 1960ʹs, were intended to offer hope in difficult times. Kendi (2021), however, expressed concern that this ‘popular construct of racial progress’ is problematic today. He argued that its application today ‘does more than conceal and obfuscate: it actually undermines the effort to achieve and maintain equality’ (p. 425). The singular racial history of the United States, according to Kendi (2021), is characterized by duality between ‘historical steps toward equity and justice and historical steps toward inequity and injustice’ (p. 425). Elsewhere, Kendi, 2019) wrote that the ongoing historical tension between antiracist progress and racist progress can only be broken by moving beyond the duel between segregationist and assimilationist mindsets through antiracism. Antiracism entails recognition that ‘racist policies are the cause of racial inequities’ (p. 20) and that individual acts of racism, such as the killing of George Floyd, are not outliers but ‘an immediate and visible manifestation of an underlying racial policy’ (p. 20). Such policies and practices also permeate education, where racialized students continue to face discrimination ad diminished opportunities for advancement. This ‘In Memory of George Floyd’ special issue of Studying Teacher Education is a response to the structural racism that informs society and its institutions. How can teacher educators address their own inhe
{"title":"In Memory of George Floyd","authors":"J. Kitchen, A. Berry","doi":"10.1080/17425964.2022.2058317","DOIUrl":"https://doi.org/10.1080/17425964.2022.2058317","url":null,"abstract":"The death of George Floyd shocked the world in the summer of 2020. The video recording of a Minneapolis police officer pressing his knee against Mr. Floyd’s neck for over nine minutes, while other officers watched and did nothing, stands as incontrovertible evidence that racialized people (especially Blacks) are often victimized by the implicit biases and overt actions of White police officers. More recently, the officers involved were convicted for their action that led to George Floyd’s death. While shocking, the incident was hardly surprising to racialized people or those of us committed to social justice. This was one of many instances in a wider pattern of violence and discrimination directed at Blacks by police officers; Floyd’s name joins a list of names including Eric Garner, Michael Brown, Breonna Taylor and Duante Wright. This was just one of many events during the era of President Trump (2016–2020) that represented a sharp turn away from the apparent progress signalled by the election of his predecessor Barack Obama (2008–2016). The shift from racial progress to racial regression over two presidencies is representative of similar cycles in the history of the United States and the world. ‘The arc of the moral universe is long, but it bends toward justice,’ proclaimed President Barrack Obama in a eulogy for one of the victims of a mass shooting at Emanuel African Methodist Episcopal Church in Charleston, South Carolina (Kakutani, 2015). These words, first expressed in a sermon by Theodore Parker in the 1850ʹs and made famous by Martin Luther King Jr. in the 1960ʹs, were intended to offer hope in difficult times. Kendi (2021), however, expressed concern that this ‘popular construct of racial progress’ is problematic today. He argued that its application today ‘does more than conceal and obfuscate: it actually undermines the effort to achieve and maintain equality’ (p. 425). The singular racial history of the United States, according to Kendi (2021), is characterized by duality between ‘historical steps toward equity and justice and historical steps toward inequity and injustice’ (p. 425). Elsewhere, Kendi, 2019) wrote that the ongoing historical tension between antiracist progress and racist progress can only be broken by moving beyond the duel between segregationist and assimilationist mindsets through antiracism. Antiracism entails recognition that ‘racist policies are the cause of racial inequities’ (p. 20) and that individual acts of racism, such as the killing of George Floyd, are not outliers but ‘an immediate and visible manifestation of an underlying racial policy’ (p. 20). Such policies and practices also permeate education, where racialized students continue to face discrimination ad diminished opportunities for advancement. This ‘In Memory of George Floyd’ special issue of Studying Teacher Education is a response to the structural racism that informs society and its institutions. How can teacher educators address their own inhe","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"80 1","pages":"1 - 4"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85026889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17425964.2022.2057464
Manu Sharma
ABSTRACT This self-study addresses the embedded racism experienced by a racialized female professor who taught in the USA during Trump’s presidency. The article presents two incidents that reflect the emboldened racist behaviors and actions of teacher education students during the Trump administration. The study is based on the author’s experiences as a racialized female faculty member in the Midwest. Using critical pedagogy and critical race theory frameworks, the article argues that racism needs to be dismantled in spaces of teacher education programs that have been deeply impacted by the ultra-right politics of the Trump administration. This article calls attention to endemic racism, particularly as experienced by racialized faculty. The author calls on teacher educators to take action in response to such incidents and in support of racialized faculty.
{"title":"Endemic Racism in Trump’s America: A Racialized Female Faculty Member’s Experience","authors":"Manu Sharma","doi":"10.1080/17425964.2022.2057464","DOIUrl":"https://doi.org/10.1080/17425964.2022.2057464","url":null,"abstract":"ABSTRACT This self-study addresses the embedded racism experienced by a racialized female professor who taught in the USA during Trump’s presidency. The article presents two incidents that reflect the emboldened racist behaviors and actions of teacher education students during the Trump administration. The study is based on the author’s experiences as a racialized female faculty member in the Midwest. Using critical pedagogy and critical race theory frameworks, the article argues that racism needs to be dismantled in spaces of teacher education programs that have been deeply impacted by the ultra-right politics of the Trump administration. This article calls attention to endemic racism, particularly as experienced by racialized faculty. The author calls on teacher educators to take action in response to such incidents and in support of racialized faculty.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"42 1","pages":"5 - 22"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79315399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.1080/17425964.2021.2014806
Amnon Glassner
ABSTRACT This self-study presents an autoethnography which combines the writing about memories of meaningful formal and informal learning I experienced during my childhood, and self-reflection on those episodes to identify associations which are likely to have inspired my pedagogical beliefs and practice as a teacher educator. It has been experienced as an authentic and productive introspection which enabled me to explore my pedagogical identity. Writing and analyzing the events that I selected from my memory yielded an increasing self-awareness of my teaching milestones. It sharpened my awareness of the pedagogical principles that guide my teaching. The reflections on the memories indicated pedagogical strategies I use, such as looking for opportunities to enhance students’ curiosity and engagement in learning, and expressing caring, tolerance and empathy toward the differences among students as an integral part of their learning. Concrete examples from my practice in addition to students’ and colleagues’ responses and reflections demonstrate the links between my pedagogical beliefs and practice, and their powerful implications. This kind of autoethnography can be used by teacher educators as a powerful tool to create new unique perspectives on the self-development of their pedagogical identity.
{"title":"Autoethnography of Meaningful Childhood Learning Memories to Clarify and Enhance Auto-pedagogical Identity","authors":"Amnon Glassner","doi":"10.1080/17425964.2021.2014806","DOIUrl":"https://doi.org/10.1080/17425964.2021.2014806","url":null,"abstract":"ABSTRACT This self-study presents an autoethnography which combines the writing about memories of meaningful formal and informal learning I experienced during my childhood, and self-reflection on those episodes to identify associations which are likely to have inspired my pedagogical beliefs and practice as a teacher educator. It has been experienced as an authentic and productive introspection which enabled me to explore my pedagogical identity. Writing and analyzing the events that I selected from my memory yielded an increasing self-awareness of my teaching milestones. It sharpened my awareness of the pedagogical principles that guide my teaching. The reflections on the memories indicated pedagogical strategies I use, such as looking for opportunities to enhance students’ curiosity and engagement in learning, and expressing caring, tolerance and empathy toward the differences among students as an integral part of their learning. Concrete examples from my practice in addition to students’ and colleagues’ responses and reflections demonstrate the links between my pedagogical beliefs and practice, and their powerful implications. This kind of autoethnography can be used by teacher educators as a powerful tool to create new unique perspectives on the self-development of their pedagogical identity.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"329 1","pages":"158 - 174"},"PeriodicalIF":1.6,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77607412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-14DOI: 10.1080/17425964.2021.2000383
Awneet Sivia, S. MacMath, Vandy Britton
ABSTRACT This article documents a year-long collaborative self-study of three teacher educators engaged in a practicum innovation in a teacher education program. This study, which is part of a larger study examining practicum-based seminars called Particulars of Practice (POP), focuses on exploring our own practices and identities within this innovation. Given this new structure in the program, we had many questions about how we each engaged with mentoring within this innovation, and what conceptions and assumptions were being surfaced for us about our roles, identities, and practices in practicum mentoring. The data included an email thread, personal reflections, and collaborative meeting transcripts that represented our experiences with the POP innovation. Using braiding as a methodological approach to honour all three sets of data, we were able to generate results that fell into two categories: reflections on the nature of self study and the knowledge gained about our identities, practices and roles from this research. We assert that the nature of self study involves vulnerability, difficult conversations, and multiplicity of perspectives. The knowledge gained from our collaborative self-study is identified as challenging preconceptions, seeing teacher candidates in new ways, and learning as a mirroring process.
{"title":"Letting the Light In: A Collaborative Self-Study of Practicum Mentoring","authors":"Awneet Sivia, S. MacMath, Vandy Britton","doi":"10.1080/17425964.2021.2000383","DOIUrl":"https://doi.org/10.1080/17425964.2021.2000383","url":null,"abstract":"ABSTRACT This article documents a year-long collaborative self-study of three teacher educators engaged in a practicum innovation in a teacher education program. This study, which is part of a larger study examining practicum-based seminars called Particulars of Practice (POP), focuses on exploring our own practices and identities within this innovation. Given this new structure in the program, we had many questions about how we each engaged with mentoring within this innovation, and what conceptions and assumptions were being surfaced for us about our roles, identities, and practices in practicum mentoring. The data included an email thread, personal reflections, and collaborative meeting transcripts that represented our experiences with the POP innovation. Using braiding as a methodological approach to honour all three sets of data, we were able to generate results that fell into two categories: reflections on the nature of self study and the knowledge gained about our identities, practices and roles from this research. We assert that the nature of self study involves vulnerability, difficult conversations, and multiplicity of perspectives. The knowledge gained from our collaborative self-study is identified as challenging preconceptions, seeing teacher candidates in new ways, and learning as a mirroring process.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"85 1","pages":"121 - 137"},"PeriodicalIF":1.6,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74321187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1080/17425964.2021.1997737
C. Baker, Laura E. Bitto
ABSTRACT In this article, we explore our experienced tensions as we accepted responsibility for the privilege of our lived experiences towards becoming antiracist mathematics teacher educators. We employed a collaborative self-study to examine and uncover the ways in which existing systemic barriers were mirrored in our own practices. Weekly dialogue centered on self-assigned readings as they pertained to our teaching. Qualitative data sources included agendas, reflections, transcripts of dialogue, and course materials. We experienced multiple tensions, and found that engaging in rehearsals afforded us opportunities to move beyond inaction and grapple with our internalized racism. While our critical friendship provided an avenue to monitor our (in)actions and apply dialogue to rehearse and lean into our tensions, we experienced many missteps and failed to consider our identities. Our experienced tensions may be common to other White teacher educators who also stand at this critical nexus.
{"title":"Interrogating the Tensions of Becoming Antiracist Mathematics Teacher Educators via Critical Friendship and Rehearsals","authors":"C. Baker, Laura E. Bitto","doi":"10.1080/17425964.2021.1997737","DOIUrl":"https://doi.org/10.1080/17425964.2021.1997737","url":null,"abstract":"ABSTRACT In this article, we explore our experienced tensions as we accepted responsibility for the privilege of our lived experiences towards becoming antiracist mathematics teacher educators. We employed a collaborative self-study to examine and uncover the ways in which existing systemic barriers were mirrored in our own practices. Weekly dialogue centered on self-assigned readings as they pertained to our teaching. Qualitative data sources included agendas, reflections, transcripts of dialogue, and course materials. We experienced multiple tensions, and found that engaging in rehearsals afforded us opportunities to move beyond inaction and grapple with our internalized racism. While our critical friendship provided an avenue to monitor our (in)actions and apply dialogue to rehearse and lean into our tensions, we experienced many missteps and failed to consider our identities. Our experienced tensions may be common to other White teacher educators who also stand at this critical nexus.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"68 1","pages":"80 - 97"},"PeriodicalIF":1.6,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73017694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.1080/17425964.2021.1992859
Mark M. Diacopoulos, K. Gregory, Angela P. Branyon, Brandon M. Butler
ABSTRACT The teaching and learning of self-study research have received increased attention in recent years, although there is still limited research about the learning of self-study. In this article, we share results from a self-study community of practice that describes how one group of novice teacher-educator-researchers learned self-study in a doctoral seminar on teacher education. The doctoral seminar served as a space through which the students simultaneously learned about and enacted self-study research methods. Data for the study included educational autobiographies and journals between students and the instructor, transcribed audio-recordings of course meetings and coding sessions, and course assignments. Through data analysis, we identified six steps in our particular journey of learning self-study: (1) advancing a willingness to improve; (2) acknowledging the power of reflection, (3) examining practice through collaboration, (4) identifying changes in practice, (5) developing new identities, and (6) sharing with others. We offer our experience of learning self-study to provide readers with one set of signposts, support, encouragement, and direction for the teaching and learning of self-study methods. Findings from this research may provide insights to new self-study researchers, scholars who teach self-study research, and experienced self-study researchers who provide on-going support for self-study colleagues.
{"title":"Learning and Living Self-Study Research: Guidelines to the Self-Study Journey","authors":"Mark M. Diacopoulos, K. Gregory, Angela P. Branyon, Brandon M. Butler","doi":"10.1080/17425964.2021.1992859","DOIUrl":"https://doi.org/10.1080/17425964.2021.1992859","url":null,"abstract":"ABSTRACT The teaching and learning of self-study research have received increased attention in recent years, although there is still limited research about the learning of self-study. In this article, we share results from a self-study community of practice that describes how one group of novice teacher-educator-researchers learned self-study in a doctoral seminar on teacher education. The doctoral seminar served as a space through which the students simultaneously learned about and enacted self-study research methods. Data for the study included educational autobiographies and journals between students and the instructor, transcribed audio-recordings of course meetings and coding sessions, and course assignments. Through data analysis, we identified six steps in our particular journey of learning self-study: (1) advancing a willingness to improve; (2) acknowledging the power of reflection, (3) examining practice through collaboration, (4) identifying changes in practice, (5) developing new identities, and (6) sharing with others. We offer our experience of learning self-study to provide readers with one set of signposts, support, encouragement, and direction for the teaching and learning of self-study methods. Findings from this research may provide insights to new self-study researchers, scholars who teach self-study research, and experienced self-study researchers who provide on-going support for self-study colleagues.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"14 1","pages":"175 - 196"},"PeriodicalIF":1.6,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78939594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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