Portraying Privilege: Collage as a Vehicle for Critical Self-Reflection Along the White Identity Development Continuum

• In Event: Robust Teacher Learning Experiences: Curating Collaboration, Reflection, and Improvisation

Abstract

Framed by research on critical self-reflection in preservice teacher education in the context of white identity development and collage as a method of visual inquiry, this qualitative multi-case study explores how four white preservice teachers in an elite liberal arts college in the Mid-Atlantic experience collage as a vehicle for critical self-reflection. Findings reveal how integrating multimodal, arts-based methodologies like collage into preservice teacher education can help teacher educators to differentiate the process of critical self-reflection for white preservice teachers along the white identity development continuum, further supporting students’ self-excavation and, in the process, preparedness to meet the needs of all learners in their classrooms.

Author

• Kelly Gavin Zuckerman, Bryn Mawr College