De/colonizing My Mind: Critical Consciousness in Self-Study of Becoming an Antiracist Teacher Educator

• In Event: Forging Coalitions of Empowerment: Self-Studies Fostering Radical Literacies, Critical Consciousness, and Dialogic Friendships

Abstract

Through a critical self-study, this paper focuses on Author 1’s process of intentionally and systematically de/colonizing her mind and imaginations (hooks, 1992). Author 1 applied what she learned to teaching elementary methods courses, used data from students as a mirror for her anti-racist pedagogy, and engaged in conversations with Author 2, a critical friend. A narrative analysis of journals launched the dialogue with Author 2 and then journals and student work were analyzed with code mapping to find key aspects. Findings and implications address the transformative nature of anti-racist pedagogy, value in unpacking identities of instructors and students to address implicit biases and fears, and the power of understanding and addressing fears that arise when doing this work.

Authors

• Laura Edwards, Northern Kentucky University

• Catherine Miller, University of Northern Iowa