(Be)Coming a Black Academic + Social Justice Curriculum Making + Doctoral Liminality

• In Event: Racial Identities, Social Justice, and Activism in the Self-Studies of Teacher Educators

Abstract

A self-study inquiry about the intersectionality of an African-American woman and novice teacher educator, unpacking her experience implementing an original social justice curricular unit in art methods course for preservice generalist. The study documents the transition from art teacher to teacher educator in a diverse university, within the backdrop of historically white academe. Doctoral liminality emerged. Narrative inquiry’s three-dimensional inquiry space and Schwab’s Commonplaces (1973) anchored the restorying process. Field texts consisted of three months of instructor/researcher’s reflective journaling and archival data of 32 reflection papers written by preservice teachers, were coded and analyzed. This paper focuses on course artifacts regarding the topic of social class and schooling schools and final course reflections.

Author

• Kathy J Brown, University of North Texas