Uncovering the Privilege of Transforming Disturbance Into Growth: A Self-Study With Faculty of Color

• In Event: Diversity, Equity, and Social Justice in Teacher Education

Abstract

The promise of spring of 2021 brought hope for renewal following ramifications of COVID-19 and national racial reckoning. The objective of this self-study was to explore how my role as a white teacher educator during this time influenced preservice teachers’ learning. In collaboration with a mentor faculty of color, I analyzed data from student interview transcripts and my recorded video blogs for themes of culturally relevant teaching in my practice. As a white teacher in a white space, the immediacy of cultural similarity decreased student resistance, and asynchronous critical dialog was used to process the most challenging antiracist content. However, I recognize the need to further develop critical consciousness beyond our white local sphere.

Authors

• Rosemary McBride, University of Wyoming

• Lydiah Nganga, University of Wyoming