Disrupting White Talk in Field Supervision Through Video Self-Analysis and Boalian Theater Games

Session Type: Demonstration/Performance

Abstract

Findings suggest that field supervisors work through racialized spaces where participants invested in Whiteness unleash a barrage of detours, namely -evocations of fragility (DiAngelo, 2008), medicalizing and pathologizing discomfort, and institutionally provided alibis- in order to flee from criticality. This presentation will recount how video self analysis uncovered findings that were used in a PAR project to design Theater of the Oppressed techniques to create the positive disruption (Leonardo & Porter, 2010) necessary to unlodge dysconsciousness (King, 1991). Critical field supervisors can, through fierce love and an unflinching focus on creating spaces of risk-taking, begin to unsettle the colonial relationships entrenched in teacher education.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 06: Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Innovative Approaches and Models

Chair

• Arturo Cortez, University of Colorado - Boulder

Director

• Nives Wetzel de Cediel, UC Berkeley, Graduate School of Education

Papers

• Disrupting White Talk in Field Supervision - Sonal Patel, University of California - Berkeley