Radical Rebellion: How a Collaborative Self-Study for Racial Literacy Development Led Us to the Undercommons

• In Event: Developing as Social Justice Teacher Educators Through Collaborative Self-Study Practices

Abstract

This paper is both a documentation and an exploration of how we engaged in collaborative self-study (CSS) in an attempt to better understand our racial literacy development (RLD). As we worked together, we arrived in a dangerous and rebellious space and engaged in hard conversations that were essential to doing anti-racism work. We consider the possibility that CSS leads to an “Undercommons” where the difficult and radical work necessary for transgressive action is possible. We also document what we are learning through our own process of engaging in the Undercommons.

Authors

• Evan Mooney, Husson University

• Elizabeth A. Kenyon, Kent State University