Engaging in (De)Liberate Dialogue: An Endarkened Feminist Trio-Ethnography Among Black Teacher Educators

• In Event: 61.068 - MTCC Roundtable Session 23
  In Roundtable Session: 61.068-6 - Critical Feminism in Education: Discourses and Dialogue

Abstract

Arguably, most Black faculty enter higher education intending to change the narrative and support students. These great responsibilities are layered onto those built into the faculty position. In order to increase the quantity of faculty of color and the quality of their experiences, faculty must be mentored and mentor well. We as Black women teacher educators–one faculty member and two doctoral students–drew on an endarkened feminist epistemology (Okpalaoka & Dillard, 2011) and employed trio-ethnography to engage in "dialogic and collaborative personal ethnographies" (Sawyer & Liggett, 2012). Three themes emerged: Naming and name-calling, the importance of connections and context, and political clarity and taking care of our young.

Authors

• Erica D. McCray, University of Florida

• Tianna Dowie-Chin, University of Florida

• Alexandria Harvey, University of Florida