Abstract
Through this collaborative exploration of the meanings and meta-meanings of the words “welcome” and “sorry,” the authors of this work give voice to their unique positionalities, and reflect on the ways words carry power in different ways, contingent upon context. Drawing heavily from critical race theory, and particularly engaging with the construct of the microaggressions, this work pivots on the construct that a neutral perspective cannot exist, and that all work is political. The authors engage critical discourse analysis as well as autoethnographic explorations and tap into the ways “trigger words” can be used in ways that are coded and known to some members of a community, while being unfamiliar to or seen as neutral by other members of the community. Holding clear ideas about the ways in which language lands upon and shapes realities is central to this work.
TopIntroduction
In educational contexts, to include teacher preparation programs, there are moments when individuals may use words or phrases that may unintentionally evoke an unanticipated negative reaction from others. In the US, many children have been coached to ignore or dismiss their own negative responses or reactions to terms like these, evidenced by the common adage, “Sticks and stones may break my bones, but words will never hurt me.” While this statement may carry many kernels of truth and utility, it is also true that in many cases, words can and do have the potential to harm in ways that can be devastating. As such, this work explores specifically identified “trigger words,” which, for the purpose of this discussion, we will define as words or terms identified by participants as carrying pain or poison, in particular contexts. In the following sections, we focus on how these identified trigger words emerged in a teacher preparation, language contact setting, and how these selected, specific terms may carry pain, poison, or other troubling connotations for particular individuals or groups when used in certain contexts.
Because each educator brings a complex identity and history, with infinite connections to temporal, spatial, historical, and individual contexts, living and working in a multilingual and multicultural environment can invite deep introspection as a means to identify areas of opportunity, limit, strength, and potential for growth (Motha, 2014; Varghese, Morgan, Johnston, & Johnston, 2005). Introspection, and subsequent actions that may result from reflection, can help educators to strengthen their professional practices through deeper understandings not only of the contexts in which they teach, but also of the students, families of students, the colleagues with whom they engage, as well as broader contexts. Issues related to social justice and equity within education are multifaceted, and offer infinite opportunities for engagement, connection, growth, and questioning. As a means to move forward in this journey, this chapter focuses on the ways two doctoral interns engaged with a faculty member in leaning forward into this journey of social justice in a higher education, teacher preparation setting.
Through this polyvocal autoethnographic work, we offer three unique perspectives to explore an experience in co-facilitating several sections of a master’s level course in an initial teacher preparation program. With our three voices (one faculty member and two doctoral students), we draw from our own lived experiences as a framework (Muncey, 2010) with which to analyze and interpret our experiences, reflections, and cultural assumptions (Chang, 2008). We choose this both inward and outward framing -- autoethnography, but in a communal, dialogic context-- as we ponder insights from Kincheloe (2011) on critical ontology, who explained,
The notion of critical ontology demands that teacher scholars who research the worlds of students, schools, and communities also research themselves [emphasis added]. In this context teachers explore what it means to be human and to negotiate the social and ideological forces that shape their pedagogical consciousness. In light of a critical knowledge of power, we are pursuing a key dimension of critical ontology-- a way of being that is aware of the ways power shapes us, the ways we see the world, and the ways we perceive our role as teachers. (p. 206)
Together, both in communion with one another as authors, and in solidarity with our teacher candidates, we lean into this Kincheloean way of being. As such, we offer brief self-portraits as we move forward in this work, starting in third person, but moving back to first person as we dig in more deeply. In choosing to weave our voices together in various ways, we seek to “privilege the co-construction of knowledge, human agency, and voice, diverse perspectives, moments of vulnerability, and acts of listening” (Kinloch & San Pedro, 2014, p. 23).
Key Terms in this Chapter
Hupa/Hoopa: Hupa is the language of the Hoopa Valley Tribe, located in Hoopa, California, USA.
Transgression: A violation or deviation from accepted norms or standards, which may also be seen in a positive light if violating oppressive norms or standards.
Dialogic Spiral: A form of interpersonal communication wherein speaker and listener engage in a flowing conversation, bearing witness to the insights or wonderings of one another and responding in kind, drawn from the works of Kinloch and San Pedro (2014) AU62: The citation "Kinloch and San Pedro (2014)" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. .
Autoethnography: An introspective method of reflecting upon and studying personal experiences as a means to better understand larger social issues.
Wide-Awakeness: Drawn from the contributions of Greene (1977) AU63: The citation "Greene (1977)" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. , this is a sense of heightened awareness, particularly towards ideas or practices that are oppressive, with an eye towards remediation.
Critical discourse analysis: A methodology that focuses on the study of language as a socially constructed and constructive practice.
Trigger Words: Terms or phrases that may invoke strong, negative emotions in a listener or reader.