Grounded in Hope, Lived Through Action: Findings From Autoethnographic Narratives of Becoming Critical Teacher Educators

• In Event: 66.035 - Teachers' Stories: Critical Narratives of Complexities and Hope

Abstract

We analyzed critical teacher narratives (to be) published in Becoming Critical Teacher Educators: Narratives of Disruption, Praxis, and Possibility. Using collaborative autoethnographic analysis (Chang, Ngunjiri, & Hernandez, 2012; Lapadat, 2009) we identified features integral to authors’ development as critical teacher educators. We have developed grounded theory that may enhance the field’s strategies for helping teacher candidates become social justice educators.

This study focuses on the narratives teacher educators constructed when invited to compose reflexive scholarly memoirs that connect their teacher education pedagogies to transformational autobiographical moments or events. Through their autoethnographies, authors who identify themselves as critical educators demonstrated several common features in their lived experiences. Our findings highlight three interrelated categories of experiences writers included in their narratives.

Authors

• Julie Ellison Justice, Elon University

• Blake Tenore, Florida State University

• Patricia A. Edwards, Michigan State University

• Hilary Janks, University of the Witwatersrand

• Elizabeth M. Dutro, University of Colorado Boulder

• Lara J. Handsfield, Illinois State University

• Sherick A. Hughes, University of North Carolina - Chapel Hill

• Mark R. Davies, Hartwick College

• Ashley Summer Boyd, Washington State University - Pullman

• Scott Morrison, Elon University

• Ana C. Iddings, Vanderbilt University - Peabody College

• Jennifer Danridge Turner, University of Maryland - College Park

• Judson Crandall Laughter, The University of Tennessee - Knoxville

• Dennis S. Davis, North Carolina State University

• Amber Pabon, Kutztown University of Pennsylvania

• Emily J. Yanisko, Urban Teachers

• Jennifer E. Obidah, University of the West Indies