Blind Spots and Eye-Openers: Attending to the Concerns of Racialized Teacher Candidates in a Social Justice Course

• In Event: Diversity, Equity, and Social Justice in Teacher Education

Abstract

This collaborative self-study begins with the critical incident that led a collaborative relationship, between a relatively privileged teacher educator and a racialized teacher candidate. The teacher candidate, as critical friend, helped the teacher educator become aware of blind spots and enhanced critical awareness and practices by attending to the voices of racialized teacher candidates. The tri-racial teacher candidate identified five themes—the three blind spots and two eye-openers in this article—as areas for growth among teacher educators. The authors explore these themes through reflective writing and examining changes in practice during the course. The study is significant for social justice themes and its consideration of self-study as a dynamic reflective process that can impact practice immediately.

Authors

• Natalie Brown

• Julian D. Kitchen, Brock University