ABSTRACT

This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration – across contexts and across time, attending to both our self-work and our pedagogy – provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively.

摘要

这项协作自学着眼于八位白人识字教师教育工作者如何共同努力，以重新定位批判性识字和教学方法课程的公平性。我们使用自学方法来审视我们的教学法，以及我们自己对白人至上文化的内化以及维持现状的共谋。我们小组几乎每月都会开会，讨论常见的阅读材料，共享资源，并撰写期刊反思。调查结果表明，我们的合作帮助我们探索和发展了我们如何构建批判性识字工作，深入研究与学生和同事发起和促进困难对话的不适，并制定具体行动以重新定位和制定批判性识字实践。在指导我们实践的协作自学工作的基础上，我们认为，我们的合作——跨环境和跨时间，兼顾我们的自我工作和我们的教学法——提供了一条新的前进道路。作为教师教育工作者，我们发现自学是一种超越自我的可持续方式，这项研究也呼吁其他教师教育工作者也采取行动。打破现状是一项毕生的努力，我们的工作正在进行中，我们发现当个人和集体接近时，它会得到加强。