Sustaining students’ individual cultural and linguistic competence while at the same time building dominant cultural competence.
Published in Chapter:
Humility Matters: Interrogating Our Positionality, Power, and Privilege Through Collaboration
Anita Bright (Portland State University, USA), Susan Acosta (Portland State University, USA), and Brad Parker (Portland State University, USA)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-7998-5268-1.ch002
Abstract
In this autoethnographic work focused on humility, three voices speak to an experience in co-facilitating three sections of a master's level course in an initial teacher preparation program. The course, titled Educating for Equity and Social Justice, took place in a large, urban, public university in the US during the summer of 2019, and was taught primarily by a faculty member. Two doctoral students at the same university elected to participate as part of their doctoral internships, each with a vision of what insights and learnings might occur through this engagement. With the three voices (one faculty member and two doctoral students) intertwined, the authors draw from their own lived experiences as a framework with which to analyze and interpret their experiences, reflections, and cultural assumptions to highlight the ways humility informs their work.