Dancing on the Fence: Personal and Professional Struggle to Develop a Lens for Equitable Education

• In Event: 30.049 - Moving From Knowledge to Action: Using Self-Excavation to Advance Equitable Educational Opportunities

Abstract

Objectives or Procedures: This paper is part of a collaborative project with three other researchers that focuses on the importance of self-excavation for educators in order to create more equitable educational policies and practices for diverse students. This paper will discuss how engaging in self-excavation has influenced my racial identity development and my role as a teacher educator of mostly White, middle class pre-service teachers.

Theoretical Framework: Historically the public school teaching force is predominately white and middle class. Although the student population is becoming increasing diverse, there is little change in the makeup of the race and class of teachers. White teachers can become cultural mediators. However, this requires an intense examination of the persistent privilege associated with Whiteness. In order to address inequities in education, teachers need examine their assumptions and experiences regarding race and engage in self-excavation, or “inner work” related to their racial identities (Howard, 2006). Howard (2006) argues that the inner work that leads to personal transformation is missing in teacher preparation.

Methods: The primary method used for this paper is Scholarly Personal Narrative (SPN). SPN is a methodology that integrates scholarship and personal stories to make connections to universal themes (Nash & Bradley, 2011). The SPN reveals my process of self-excavation as I reflect on how my personal and professional experiences have been influenced by Whiteness and racism. . Critical race theorists have used the “counter story” to expose radical underpinnings impacting political, social and educational policies and practices (Lynn & Dixson, 2013).
Data Sources: My data source is the Scholarly Personal Narrative that I will be presenting during the symposium.

Results: My SPN highlights how I have personally and professionally benefitted from and responded to White privilege. It identifies how I see racism continuing to plague educational systems and institutions. It documents my self-examination process and the transformation of my attitudes, beliefs and behaviors as I work to eradicate racism. Choosing to engage in this transforming process, I must constantly check myself to recommit to behavior that works toward the removal of privilege and actively confronts racism. I am laden with privilege, and, thus, I always have the option to withdraw from this struggle.

Scholarly Significance: Education preparation programs must prepare pre-service teachers to effectively teach students in a pluralistic society. White teachers especially need intentional and intense guidance to develop an understanding of their own racial identity as they learn pedagogy for effectively teaching students of color. The narrative presented in this paper shares the journey of a White educator who has intentionally examined her privilege and is committed to promoting equity in the public classroom.

Author

• Angela J Cox, Georgetown College