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ERIC Number: EJ1171750
Record Type: Journal
Publication Date: 2015
Growing Pains: Reflections at the Intersection(s) of Pedagogy and Self-Study in Whiteness Research in Education
Joyner, Jane S.; Casey, Zachary A.
i.e.: inquiry in education, v7 n1 Article 2 2015
The initial research project was a set of interview data collected by the authors of eight white practicing P-12 teachers in a large metropolitan area in the Midwestern United States, who spent the 2012-2013 and 2013-2014 school years engaged in a monthly professional development seminar focused on white racial identity and anti-racist pedagogies. From this work, the first author (Joyner) thought about her experiences on her own anti-racist practices and beliefs as they shape and mold her perspective of the research she is doing. In this paper the authors work to place Joyner's reflections in conversation with the interview data generated from white practicing teachers. They made the choice to include partial vignettes drawn from the reflective writing Joyner did over the course of the work in order to engage what the praxis of pedagogical qualitative analysis, coupled with self-study, can offer other researchers. The paper has two primary aims: (1) to investigate the research findings from the interview data and the teachers who participated in the professional development seminar; and (2) to explore what such work makes available to researchers/practitioners.
Descriptors: Interviews, Whites, Teachers, Elementary Secondary Education, Preschool Education, Faculty Development, Seminars, Racial Identification, Racial Bias, Social Justice, Teaching Methods, Teacher Attitudes, Beliefs, Vignettes, Reflection, Writing (Composition), Qualitative Research, Self Evaluation (Individuals)
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: email@example.com; Web site: https://digitalcommons.nl.edu/ie/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A