Abstract
This chapter applies Frantz Fanon's notion of third person consciousness to the educational experiences of an Africana male faculty member within a higher educational institution. Additional concepts were also integrated such as the 5E instructional model, nigrescence, and ethic and intellectual development models to analyze those experiences. Using personal narrative, an analysis of those experiences with students and colleagues was conducted in a layered approach: 1) identity, 2) philosophy, 3) pedagogy, 4) the interplay of all three, and lastly, 5) next steps.
Long looks of angst and judgment
Peering up from uncertain gazes
Social context dictates a disjointed suspiciousness
Between the self and the other
Intimidation
Fear
Discrediting
Assumptive practices forged from preconceived notions
Projections by necessity
I am situated in the false realities and projections of those who share a sacred space
A higher ed classroom
Whether face-to-face or virtual
In the minds of others
I remain a prescribed canvas
A Fanonian remnant in triplicate …
Of African descent
Male
And heir to a legacy of misguided and misinformed notions of who and what I am.
My role as an educator affords me with opportunities to engage in a beautiful yet daunting task—to nurture the minds and possibilities of those I teach. Yet, there remain various aspects of our social context that perpetually challenge my ability to facilitate learning within a university classroom. As captured in the opening poem, whether considered imagined or real, my racial and cultural identity function as insidious modes of assessment through which others accept or to reject the validity of what I have to teach them. Consequently, both teacher and learners miss out on opportunities for mutually constitutive growth.
For these reasons, in this chapter, I apply Fanon’s (1967) third person consciousness to analyze my experiences teaching and learning in higher education institutions. Through personal narrative, I examine how my philosophical beliefs and pedagogical practices interact with my identity as an Africana male faculty member to create a distinct teaching style. Then, based on my experiences, I propose solutions to improve institutional support for diverse faculty in contemporary higher education.
Key Terms in this Chapter
Teaching Philosophy: The beliefs and attitudes that guide an educator’s teaching practice.
Third-Person Consciousness: A notion that one recognizes that they are viewed by others based on their race, ancestry, and the body.
Higher Education: Post-secondary education in the form of colleges and universities.
Identity: The way a person sees and carries themself.
5E Instructional Model: A stage model that lends itself to an educator’s philosophy with their pedagogy to allow for students to co-construct their learning through a more student-centered focus as opposed to an educator focused style.
Pedagogy: How an educator implements their teaching philosophy.
Nigrescence: A concept that outlines how a person grows or discovers their “Black” identity.