Too Many White, Female Teachers: One White, Female Teacher’s Experience as the “Other”

  • Jamie Harrison Auburn University
Keywords: Self study, White female teacher, Reflective practice

Abstract

Based on one particular internship experience and the reflections stemming from it, this self-study research is a systematic and critical examination of actions in the context of a youth activist camp.  Analysis of journal entries written during the experience and further reflections arising from presenting these experiences to a variety of audiences further contributed to this research. Themes emerged in terms of “lessons learned” and reflections based on journal entries suggest a growing understanding of racial identity and the impact of this understanding on one White female teacher’s classroom practice. In this way, a form of self-study that contributes to a more consciously driven mode of professional activity has been conducted (Samaras & Freese, 2006).

Author Biography

Jamie Harrison, Auburn University

Jamie Harrison is an assistant professor of ESOL Education at Auburn University. Her research includes teacher beliefs, implicit beliefs, and advocacy for English learners. 

 

 

Published
2017-02-15
Section
Creative Works & Self-Reflections