| Owner: |
Kevin R. Magill
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| Owner Email: |
Kevin_Magill@Baylor.edu
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| Paper Title: |
Intersectionality, Race, and Dialogical Education: Revealing the Black-White Binary in an Undergraduate Diversity, Equity, and Inclusion Course
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| Session Title: |
Responding to the Call: Culturally Responsive Teaching in Pursuit of Justice and Radical Care
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| Paper Type: |
Paper
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| Presentation Date: |
4/14/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Culturally Responsive Schooling, Diversity, Teacher Education - Pre-Service
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| Methodology: |
Qualitative
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| Author(s): |
Kevin R. Magill, Baylor University; Lakia M Scott, Baylor University; Camille S. Talbert, Baylor University; Madison Bell, Baylor University
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| Unit: |
Division K - Teaching and Teacher Education
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| Abstract: |
In teacher education DEI courses, instructors often aim to jointly navigate challenging oppressive ideologies through a dialogic approach. This can inadvertently place a burden on students of color to educate their White peers. In this narrative inquiry, we examined the interactions between a White, male university professor, a biracial, female student, and her peers within an undergraduate course’s three-session arc on race, anti-racism/racism, and whiteness. Findings suggest that even in a dialogical setting, a pre-service teacher of color experienced discomfort, microinvalidations still occurred, and this pre-service teacher coped with microinvalidations by silence and internalization. Moreover, further attention should be given to center the minoritized pre-service teachers’ experiences and resist their White peers’ assertion of privilege in these spaces.
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| DOI: |
https://doi.org/10.3102/2008267
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