Three Days in April: A Narrative Inquiry From Teaching in Polarizing Times

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-10 - Creating Identity Through Teacher Research: Three Perspectives of What It Means to Identify as Teacher

Abstract

In this qualitative study driven by narrative inquiry (Clandinin, Pushor, & Orr, 2007), I share the challenges encountered over three days in April 2018 as a social studies teacher, professional development facilitator, and equity leader. Starting on a day of student protest, my story shows the layers teachers deal with while teaching in an age of polarization. I share my experience of leading ineffective professional development resulting from insufficient focus on the real problems facing the school where I taught. The three days in April represent challenges teachers seeking to be equity-oriented teachers (Martell & Stevens, 2018) face: increased polarization, incivility, hostile environments, and avoidance of creating a tolerant and respectful environment, and a need for more support.

Author

• Daniel Bordwell, University of Minnesota