Honoring Relations Through Curricular Co-Creation: A Duoethnographic Study of Mentorship, Teaching, and Healing

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Interrogating the Everydayness of Living Curricular Practices: Honoring Language Literacy and Identity Across Multiple Terrains (Table 2)

Abstract

This study offers a generative approach in reimagining mentoring and teaching relationships in higher education through curriculum. We examine how two women educators (one professor, the other graduate student), from two different racial and cultural backgrounds co-construct curriculum within a teacher education program. We draw upon intersectional feminist theory (Crenshaw, 1991) and engaged pedagogies of care (hooks, 1994) to as a lens to center the experiences of women through multiple and concurrent forms of oppression to better understand the depths of inequalities in both teacher education and graduate student mentorship practices. We suggest collectively creating curriculum addresses issues of power inherent in neoliberal academic institutions, including directly centering issues of race and gender between student and professor.

Authors

• Jasmine Hawkins, Indiana University
  Presenting Author

• Alycia M. Elfreich, Montana State University
  Presenting Author