Interrogating the Instructional Self: Autoethnographic Reflexive Praxis for Postsecondary Raciolinguistic Justice Pedagogy

• In Event: Becoming Literate: Cognitive and Social Processes of Learning to Read

Abstract

While there is a growing interest in antiracist and culturally responsive pedagogies, most scholarship theorizes the need for such curricula, leaving relevant literacy strategy instruction underexplored. Through a modified Black feminist-womanist storytelling autoethnography approach (Baker-Bell, 2017), this study investigates how instructors navigate challenges and opportunities of implementing raciolinguistic justice-oriented pedagogy while reflecting on their literacy strategy instruction. Three teacher-researchers applied diary methodology, writing teaching diaries and responses throughout groups’ entries across two academic terms. Findings illuminated the importance of instructor and student unlearning for raciolinguistic justice, the role of explicit literacy strategy instruction in racial literacy, and the need for tactical approaches to overcome challenges resulting from political pressure to eliminate diversity, equity and inclusion initiatives.

Authors

• Barrie E. McGee, Texas State University

• Emily Suh, Texas State University