“Everything Is About Balance”: Graduate Education Faculty and the Navigation of Difficult Discourses on Race

Abstract

The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as strategies of self in a bid to work through difficult race talk. In turn, their practice may hold strong potential for influencing a fresh and more holistic approach to engaging in classroom race talk.

Ready for Change? Emotions and Resistance in the Face of Social Justice Leadership

“…Sue (2016) recommends acknowledging one’s own biases, validating the feelings of others, and refusing silence as an option, among others. Murray-Johnson’s (2015) study found facilitators constantly balance multiple self-strategies—simultaneously—as a way of navigating difficult race talk. They, for instance, balance humility with confidence, inclusiveness with control and remain fully present while at the same time, understanding the need to keep some distance because of the emotionally draining nature of the work.…”

“…Concerning the literature, much has been written about the importance and challenges of race talk. But only fairly recently has there been a formidable increase in empirically based work, consisting of practical strategies that facilitators can use to counter the negative personal impact they may experience (see, for example, Murray-Johnson, 2015; Robertson & Guerra, 2016; Sue, 2016).…”

“…It is important to bear in mind that each person’s starting place may be different; everyone is fearful in starting out. Facilitators often develop these critical skills, having experienced “trial by fire” or learning from trial and error (Murray-Johnson, 2015).…”

(En)gauging Self: Toward a Practical Framework for Race Talk

“…As well, scholar practitioners have questioned the interpretation of its presence as resistance. A few have alluded to silence as necessary, as it might mean students are taking time to process information (Guy, 2009; Murray-Johnson & Ross-Gordon, 2018).…”

“…The tool characterizes several “intangible” elements present in a race-based discourse, but that might be consciously utilized to work through it. Used in my own teaching, it has been developed on the basis of three elements: (a) conclusions pointing to the need for increased “emotive capacity” for instructors facilitating race-based content and conversation (Manglitz et al, 2014); (b) findings from a recent case study of graduate adult educators concluding that strategies used in race talk were highly attitudinal in nature (Murray-Johnson, 2015); and (c) a trend in the literature calling for facilitator strategies specific to difficult moments in race talk, and resulting in a recent growth of such publications (e.g., Sue, 2015). As I compared and contrasted these three elements, and applied them to my own teaching practice, eight categories have emerged: self-awareness, sanctuary, sensitivity, solid relationships, speech, separation, shedding, and sacrifice .…”