Writing Against Racism: BIPOC Faculty and Graduate Students in Teacher Education Imagining New Pathways for Collective Justice

Session Type: Symposium

Abstract

This symposium includes five autoethnographic papers. We use autoethnography as a means of opening a new space for sharing traces and fragments of our experiences while also attending to the urgent need for producing critical scholarship. For this reason, our work engages with multiple lenses for (re)considering encounters with racism. From different vantage points, our respective papers recognize that engagements with other humans always produce traces of knowledge that become visible in unexpected ways. Our theorizations focus on pinpointing encounters with white supremacy in teacher education while also highlighting ways of resisting dehumanization. Our identities include Black, Queer, Female, Caribbean, Chicano, African, first-generation, faculty, and graduate student. In our work, we eschew closed landscapes that foreclose on collective action.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 04: Transformative Justice in Teaching and Teacher Education

Chair

• Ranita Cheruvu, University of North Texas

Papers

• Disobeying the Neoliberal Model: Dare We Decolonize Antiracism in Teacher Education? - Ramon Vasquez, University of Minnesota

• Invited Yet Unwelcomed - Keitha-Gail Martin-Kerr, University of Minnesota

• Now, Who Will the White Girls Learn From!? Toward Affinity Spaces for Teachers of Color - Bisola A. Wald, University of Minnesota

• “I Can’t Return to the Scene of the Crime”: Resisting Individualist Narratives of Teacher of Color Attrition - Angelina Momanyi, University of Minnesota

Discussant

• Sharon Leathers, Ramapo College