Employing Arts-Based Data Generation to Interrogate Racism: A Self-Study of One Rural White Teacher Educator

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Turning Inward: Examining Self Through Qualitative Inquiry (Table 9)

Abstract

This arts-based self-study examined racism, whiteness, and white supremacy in the practices of one teacher educator in a rural, Midwestern university. Data was generated using arts-based methods and analyzed using narrative inquiry and critical incident technique (CIT). Through arts-based self-study techniques, I demonstrate how arts-based self-study can create diverse and multimodal access to understand identity construction and the effort to dismantle racism and other systemic barriers in the teacher education context, as well as the possibility for educators to navigate complex memory and emotional processing to develop more complex, nuanced understandings of antiracist identity through an intersectional lens.

Author

• Jaime Joyce VanEnkevort, Northern Michigan University