Faculty of Color and Collective Memory Work

An Examination of Intersectionality, Privilege, and Marginalization

Authors

  • Rochonda L. Nenonene University of Dayton
  • Novea McIntosh University of Dayton
  • Ramon Vasquez SUNY New Paltz

Keywords:

collective memory work, faculty of Color, intersectionality, marginalization, othering

Abstract

As a means of highlighting new possibilities for interrupting White privilege, and supporting and honoring critical community building among faculty of Color in teacher education programs, this paper offers the theoretical and methodological resources of collective memory work as a tool for interrogating teacher education's entanglements in the complex, yet normalized, processes of White privilege. This paper, written by three faculty members of Color, aims to provide hope for an escape from the construction of hierarchies, taxonomies, and White/non-White binaries that establish and enforce arbitrary boundaries that prevent people from different racialized groups from working together to disrupt White privilege and oppression.

Author Biographies

Rochonda L. Nenonene, University of Dayton

Dr. Nenonene specializes in urban teacher preparation, teacher candidate induction, and social emotional learning. Dr. Nenonene previously taught in the Cleveland Municipal School District and Dayton Public Schools. She holds a PhD in Educational Leadership from the University of Dayton. Currently, she is an Assistant Professor in the Department of Teacher Education at the University of Dayton. Dr. Nenonene also serves as the Founding and Co-Director of the Urban Teacher Academy.

Novea McIntosh, University of Dayton

Dr. Novea McIntosh is an Assistant Professor, Coordinator of the Adolescent to Young Adult program (Secondary education licensure), and co-director of the Urban Teacher Academy in the School of Education and Health Sciences at the University of Dayton. As a professor in Teacher Education, her courses focus on educating diverse populations in inclusive settings and assessment literacy for undergraduate and graduate students. Her scholarship focuses on culturally responsive pedagogy, intercultural competence, equity, and formative assessment of diverse students. Dr. McIntosh's scholarly work has been published in national and international journals. She coaches, presents at conferences, and provides professional development to in-service and pre-service teachers in culturally responsive pedagogy, diversity, equity, and national and international assessment.

Ramon Vasquez, SUNY New Paltz

Dr. Vasquez specializes in critical race theory, decolonizing pedagogies, curriculum studies, and abolitionist education. Before working in higher education, Dr. Vasquez served as a bilingual elementary teacher in his hometown Los Angeles, California. He holds a Ph.D. in Curriculum & Instruction from the University of Wisconsin-Madison and an Ed.M. in Education Policy from Harvard University. Currently, he is an Assistant Professor in the Educational Studies & Leadership department at the State University of New York at New Paltz.

Additional Files

Published

2021-11-25

How to Cite

Nenonene, R. L., McIntosh, N., & Vasquez, R. (2021). Faculty of Color and Collective Memory Work: An Examination of Intersectionality, Privilege, and Marginalization. Understanding and Dismantling Privilege, 11(2), 1–21. Retrieved from https://wpcjournal.com/article/view/21498

Issue

Vol. 11 No. 2 (2021): Understanding & Dismantling Privilege

Section

Research Articles

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