Making Public: Using Critical Co-Constructed Autoethnography Toward Social Justice Efforts Within a School of Education

• In Event: Critical Commentaries on Teaching for Social Justice

Abstract

Our primary purpose for this research is to provide an accurate account of the reflective and collaborative process that exists alongside, yet silent, specific social justice efforts amongst colleagues. Using critical co-constructed autoethnography (Cann & DeMeulenaere, 2012,) this study chronicles and analyzes efforts to engage in critical reflection as well as conversations with ourselves about how to move faculty within a School of Education at a primarily white-serving institution towards more intentional equity policies and practices. As a group, we represent both faculty and staff at a small private liberal arts college in the Midwest as well as a public-school administrator at a nearby elementary school, who is also a student in one of the college’s doctoral programs.

Authors

• Jim L. Hollar, Edgewood College

• Phyllis Paige Esposito, Edgewood College

• Becky Peterson, Edgewood College