ABSTRACT This article documents my 2-year sojourn from voicelessness – in the face of normalizing discourses about race, privilege, and difference in teacher education scholarship – to an authentic voice capable of addressing normalizing discourses from a position of inclusivity. This journey has involved my face-to-face and even mediated engagement with a critical community of human scholars. In difference to most self-study work, it has included my dialogic engagement with literary (Audre Lorde and Gloria Anzaldúa) and popular (J. K. Rowling’s Harry Potter series) textual critical partners. In highlighting the role of these textual partners in my self-study research, I draw upon the field of cognitive poetics and reader response theory to push against the boundaries of self-study practice and methodology.

中文翻译：

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“我庄严地发誓我会做的不好”：通过TESOL教师教育摸索自己的方式

摘要本文记录了我两年来的沉寂，从无声开始-面对有关种族，特权和师范教育奖学金差异的规范化演讲-成为能够从包容性立场解决规范化演讲的真实声音。这次旅程使我与一个批判性的人类学者社区进行了面对面甚至中介的交流。与大多数自学作品不同的是，它包括我与文学界的对话（奥德丽·洛德和格洛里亚·安扎尔杜阿）和流行的（JK罗琳的《哈利·波特》系列）与文本的批评伙伴。在强调这些文本伙伴在我的自学研究中的作用时，我借鉴了认知诗学和读者反应理论的领域，以突破自学实践和方法论的界限。