My Racial Literacy Journey: Interrogating My Discursive Moves in an English Learner Classroom

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Transformative Pedagogical Spaces: Critical Literacies, Racial Literacies, and Translanguaging in and Beyond the Classroom (Table 3)

Abstract

In the years of research on racial literacy (Twine, 2004; Guinier, 2004), many researchers have examined developing racial literacy in white teachers (Rogers & Mosley, 2006; Skerrett, 2011; McMurtrie, 2015; Khasnabis et al., 2019; Maddamsetti, 2022). However, an underexplored area of research is how white females utilize racial literacy within the EL (English Learner) classroom. This paper is an autoethnographic working paper which examines how the author uses racial literacy in her classroom. The driving research questions are: How do I utilize racial literacy classroom in hegemonic or counter-hegemonic ways (see Chávez-Moreno, 2022)? How might self-interrogation of my discursive moves expand the scholarship on the role of teachers’ identities, beliefs, and practices in utilizing and cultivating racial literacy within themselves?

Author

• Nicole R. Misra, University of Missouri - St. Louis
  Presenting Author