R.E.S.P.E.C.T.: Researchers Engaging in Symbiotic Partnerships to Engage (White) Classroom Teachers

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-8 - (Re)Positioning Privilege, Power, and Praxis in the Interrogation of Whiteness

Abstract

As addressed in the AERA call for proposals, a central question facing educational researchers is how to design research that ameliorates inequities in this age of skepticism toward facts. I put forth a possible way to do so by providing data from a two-year longitudinal study in which I developed coniquiry with a first-year, White female teacher to discuss how our perceptions of power, oppression, and identity can affect teaching practice. Results show the teacher became willing to engage in critical reflections of identity and possibly adopt racially-conscious teaching practice in her future classroom. Implications are aimed at the development of partnerships between educational researchers and White inservice teachers to develop a critical consciousness to support marginalized youth.

Author

• Jacob Bennett, Vanderbilt University