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

Authors

  • Michelle Page University of Minnesota-Morris
  • Mary Curran Rutgers, The State University of New Jersey

DOI:

https://doi.org/10.37119/ojs2010.v16i2.102

Keywords:

narrative, teacher education, multicultural education

Abstract

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

Author Biography

Mary Curran, Rutgers, The State University of New Jersey

Dr. Mary Curran is an Associate Clinical Professor in the Graduate School of Rutgers, The State University of New Jersey. Curran’s teaching and research interests include multicultural and social justice education and foreign language pedagogy. Curran’s expertise is language education – preparing teachers of world languages, and teachers who work with English-as-a-second-language students.

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Published

2013-01-15

Issue

Vol. 16 No. 2 (2010): Autumn 2010 Special Issue:[Narrative] in education

Section

Articles

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