Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development
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
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).