Dialogue on I-15: Indigenous and Non-Indigenous Teacher Educators in Mormonland

Session Type: Symposium

Abstract

The teacher-educators (2 Native, 1 white) utilized case study, interpretive autoethnography, and self-study to research their work at individual pre-service teacher education programs along Interstate 15 in Utah, in locations that are primarily white and Mormon. Two presenters address the privilege of being White-passing or Morman-passing while the third presenter had no privilege of any type of passing. They discuss how students’ perceptions of instructor identity--and how these perceptions have the possibility of causing harm to BIPOC instructors--impact the nature of the conversations in undergraduate Social Foundations of Education courses in primarily white institutions (PWI). If PWIs desire to take responsibility to prepare teachers for social justice, they must (a) create programs that do so and (b) protect BIPOC faculty.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 03: Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development

Chair

• Christine E. Sleeter, California State University - Monterey Bay

Papers

• Resistance and White Fatigue in the Utah Bubble - Brianne Kramer, Southern Utah University

• Celebrating Indigenous People's Day and the Threat of Teaching False Doctrine - Roni Jo Draper, Brigham Young University

• Instructor Reflexivity and Postcolonial Instinct - Cynthia Benally, University of Utah; Maeve Wall, University of Utah; Alexander Hyres, University of Utah

Discussant

• Donna Deyhle, University of Utah