Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development

Michelle Page, Mary Curran


In this paper we report on a collaborative self-study in which we reflect upon our practice as teacher educators through a critical multicultural and white studies framework.  We developed a pedagogical tool for our own professional development as teacher educators, modeled on the type of narrative assignments we ask of our students.  We wrote stories about difficult moments in our practice, shared these with colleagues and reflected upon their responses.  In this activity, we aimed to practice what we preach, as we model our commitment to being life-long learners; our respect for the power of listening to others and considering multiple perspectives; and our constant desire to critique and transform our practice in ways that are more effective and contribute to the educational success of all students.  Our analysis of our experience demands that we reconsider our assumptions about student learning, how we hold our students accountable, and how we are socialized as white women within the academy of higher education.

Keywords: narrative; teacher education; multicultural education


narrative; teacher education; multicultural education

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