Reflecting on Our Pedagogical Practices: Analyzing the Silent Voices of Our Students of Color

• In Event: Roundtable Session 3
  In Roundtable Session: Constructing Identities Through Self-Study

Abstract

Using a self-study and participatory approach we, as two faculty of color, examine the silence we witnessed in our credential courses from many of our students of color. Our intent with this research is to critically question, analyze, and reflect on our pedagogical practices so that we may see if we have a role in unconsciously working to reproduce unequal status for some students of color. We are also concerned with exploring how structures imposed on faculty within the Teacher Education Preparation Credential Program, such as the Performance Assessment for California Teachers, work to reproduce and reward mainstream knowledge at the expense of limiting or excluding experiences, social capital and linguistic diversity, and resource knowledge of non-mainstream students of color.

Authors

• Ruchi Agarwal, San Francisco State University

• Josephine Arce, San Francisco State University