Conversations About Race: How Embracing Spirituality Opens Space for Dialogues in Teacher Education

• In Event: Reflections on Engaging Culture, Race, and Spirituality

Abstract

As the demographic divide between students and preservice teachers increases, having meaningful conversations about race and identity becomes increasingly important. In using spirituality as the lens through which we position our teaching, we allow for honest and meaningful dialogue, both with our students and ourselves about race. The paradigmatic framework of this work aligns with Dillard’s (2006) Methodology of Surrender that she describes as both “intimately meditative and faith filled” (p.77). For the purposes of this chapter, spirituality is not a tool we use to deny difference. Rather, we offer a critical spirituality that invites us to see the importance of, to acknowledge, and to embrace difference.
Spirituality as methodology is a broad and sometimes overwhelming concept to address in a single work. However considering it as a framework to examine how dialogue on race may be facilitated and demonstrated in classroom and school practices is a beginning. We will explore the concept of spirituality as method through our lived experience as two Caucasian scholars and educators with teaching experiences with children and pre-service teachers in Early and Middle Childhood teacher education programs. We are driven in this examination by a passion for transformation in the thinking and actions of teachers regarding race and difference in and outside of their classroom. Further, we will explore the importance of and the struggles inherent to having conversations around race within a classroom setting
In this chapter we propose that in using spirituality as the lens through which we position our teaching, we allow for honest and meaningful dialogue around race and identity. Data collection primarily focuses on dialogue between the co-authors as we focus discussion on how to engage students, specifically early and middle childhood education preservice teachers, who believe race is no longer an issue in American society, who believe a post racial society has arrived.
Examination of the dialogue reveals three main pedagogical practices as important to fostering open and honest conversation around issues of race: 1) the dialogic presentation of race; 2) the importance of journaling or writing as a way to encourage dialogue, and 3) the recognition of race and culture. Additionally, findings indicate that that in order to have such conversations we must first create an open space in classrooms in which these conversations can take place, as well as embracing the kind of compassion that honors diverse viewpoints, as well as pushing them to acknowledge the conditions in our society that create suffering.

Authors

• Tami A. Augustine, The Ohio State University

• Deborah Justice Zurmehly, The Ohio State University