Interruptions in Graduate Teaching: Initiating an Archaeology of Self Framework Analysis of My Pedagogy

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Disrupting Whiteness, Niceness, and Privilege as Teacher Educators (Table 10)

Abstract

White teacher educators have the responsibility to recognize ourselves as racialized beings and become interrupters to the status quo that being White is not an identity. Whiteness pervades our teaching. In this self-study, I aspired to model the excavation required of self-work, initiating an Archaeology of Self (Sealey-Ruiz, 2020) analysis of my experiences as a White teacher educator of teaching Latinos in U.S. Schools for the first time. In this required course, I engaged students in exploring their identities as Latino/a/x students and their schooling experiences. I focus on a conversation where a student courageously told her story of why she takes issue with the term “at risk” and the moves I made to enact antiracist teaching.

Author

• Amanda Moody Maestranzi, Lehman College - CUNY