Intersectionality and Truth-Telling: Mapping Self-Reflexivity Among Veteran and Recent Ethnic Studies High School Teachers

• In Event: 43.077 - MTCC Roundtable Session 15
  In Roundtable Session: 43.077-2 - Critical Praxis, Intersectionality, and Truth-Telling in Secondary and Postsecondary Education

Abstract

Objectives:
How do veteran ethnic studies teachers talk about their positionality vis-a-vis race, gender, class? How do more recent teachers of ethnic studies engage in self-reflexivity? How does self-reflexivity about intersectionality or attention to the simultaneity of race, gender, class, sexual orientation, disability, etc. as systems of inequality and resistance shape teacher pedagogy and truth telling? This paper examines how ethnic studies high school teachers in an urban district in the southwest United States engage their positionalities in teaching ethnic studies.

Framework:
Critical self-reflection allows researchers and practitioners to continually and closely examine their own race, gender, class, sexual orientation, disability, language, nativity/citizenship and social position, and their relationship to systems of inequality as part of intersecting systems of oppression and privilege. (López & Gadsden 2016, p.5)

Our analysis is anchored in the ontologies of intersectionality or attention of simultaneity of race, gender, class, sexual orientation and disability as systems of difference, power, discrimination and resistance. We employ Collins’ “matrix of domination” for assessing teachers self-reflexive praxis in their classroom (Collins 2009; Collins and Bilge 2016; Crenshaw 1989).

Methodology: Our case study analysis maps the continuum of self-reflexivity of veteran ethnic studies teachers (teaching ethnic studies for more than 10 years) and more recent ethnic studies teachers (teaching ethnic studies less than 2 years). We focus on how their engagement with intersectionality as an ontology and pedagogical practice is reflected in the classroom.

Data Collection and Analysis or equivalent for theoretical papers:
The data from this study come from a descriptive case study of the implementation of ethnic studies in a large urban school district. Although the district has been offering ethnic studies for decades, 2017 was the first year that ethnic studies was offered as an elective in every high school following a district wide policy change. Our data come from a research-practice partnership study on Ethnic Studies Education and Health, using a Community Based Participatory Research (CBPR) model. We conducted participant observation during four teacher training sessions (2017-2018), focus groups following each of these sessions (N=4), and follow-up in-depth interviews with veteran and recent high school ethnic studies teachers (N=16).

Findings:
Our preliminary findings indicate that ethnic studies teachers engage in a continuum of “intersectional self-reflexivity” and truth telling. Veteran ethnic studies teachers engaged in high levels of intersectional self-reflexivity while more recent ethnic studies teachers discussed moderate levels of intersectional self-reflexivity. Building on Yosso's (2005) framework of cultural wealth and Valenzuela’s (2010) concept of “authentic caring,” we argue that the development of “transformational intersectional capital (TIC)” can empower teachers and students. TIC can be facilitated via deep self-reflexivity about one’s own values, identity, social structural location and lived experience within intersecting systems of power, privilege, oppression,opportunity structures and resistance.

Significance:
These findings may have policy relevance for teacher professional development and accreditation programs. It also contributes to the concepts, ontologies and theories that can contribute to the empowerment of teachers, students and communities.

Authors

• Nancy López, University of New Mexico

• Michelle J Drummond, Albuquerque Public Schools

• Magda Dathe, The University of New Mexico

• Emily Castillo, University of New Mexico