Tales of Existing and Resisting as Female Teacher Educators in Neoliberal Times

Mitchem, Melissa; Buffalo, Gail; Perez, Aura; Rollins, Elizabeth

doi:10.1080/1547688x.2019.1681570

Cited by 3 publications

(1 citation statement)

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“…Other studies have addressed the tensions found in teaching for equity as a junior faculty member (Kelly-Jackson, 2015;Mitchem et al, 2020). The main issue is having the passion and desire to teach what you believe while grappling with the realities of one's junior status in white-dominated spaces (Baxely, 2012).…”

Section: Discussionmentioning

confidence: 99%

Critical Self-Reflection as Disruption: A Black Feminist Self-Study

Kressler

2020

JCVE

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As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.

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Section: Discussionmentioning

confidence: 99%