Intersectionality, Race, and Dialogical Education: Revealing the Black-White Binary in an Undergraduate Diversity, Equity, and Inclusion Course

• In Event: Responding to the Call: Culturally Responsive Teaching in Pursuit of Justice and Radical Care

Abstract

In teacher education DEI courses, instructors often aim to jointly navigate challenging oppressive ideologies through a dialogic approach. This can inadvertently place a burden on students of color to educate their White peers. In this narrative inquiry, we examined the interactions between a White, male university professor, a biracial, female student, and her peers within an undergraduate course’s three-session arc on race, anti-racism/racism, and whiteness. Findings suggest that even in a dialogical setting, a pre-service teacher of color experienced discomfort, microinvalidations still occurred, and this pre-service teacher coped with microinvalidations by silence and internalization. Moreover, further attention should be given to center the minoritized pre-service teachers’ experiences and resist their White peers’ assertion of privilege in these spaces.

Authors

• Kevin R. Magill, Baylor University
  Presenting Author

• Lakia M Scott, Yale University
  Presenting Author

• Camille S. Talbert, Baylor University
  Presenting Author

• Madison Bell, Baylor University
  Presenting Author