Working the Intersection of Currere and Collective Witnessing Through Racial Affinity Partnership: A Duoethnographic Exploration

• In Event: Witnessing Collective Hope and the Moreness of Education

Abstract

In a move toward “Accepting Educational Responsibility” for complicity and unearned benefits of whiteness, two white teacher educators employ duoethnographic methods (Norris, Sawyer, & Lund, 2012) in this theoretical piece which explores the intersections of currere (Pinar, 1975, 2004) and collective witnessing (Boler, 1999) as a generative space for collectively excavating the racial biases which plague our schools and society. In doing so, they seek to model how simultaneously extending mutual challenge and support can shape fruitful sites for critical analysis and future transformation of practice. Themes of survivance, mutual healing, and collective thriving are engaged through complicated, yet productive conversation. Practices like “holding the mirror” for each other and taking the exchange public hold potential for scholars and practitioners.

Authors

• Jamie Buffington-Adams, Indiana University - East

• Susan R. Adams, Butler University