The Inquiry of the “Teacher's Privilege”
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The concept Privilege may be inquired in two perspectives.Broadly speaking,it consists of the standard teacher's privilege and the nonstandard one.However,strictly speaking,the notion Nonstandard Teacher's Privilege always equals to what we called Privilege.In order to standardize the jargons used in the research,we advocate the concept Privilege in its narrow sense.The formation of the teacher's privilege mainly stems from the teacher's right to educate,the cultural tradition of the society and the educational resources from the teacher himself.Cite
In his article, Epistemic Authority for Teacher Knowledge: The Potential Role of Teacher Communities, Douglas Roberts both clarifies my argument and points to several issues that need further development. I am particularly intrigued by his model of teaching and its connection with contemporary therapeutic philosophy. The gist of my comments below offers an attempt to cope with a feeling of moral irresponsibility if I embrace his abandonment model and a belief that teacher educators have at least as much to learn from teachers as teachers do from
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This paper is a reflection on teaching the first year unit, Legal Process, at Southern Cross University. It arises out of a career in the academy that has married research and teaching within an activist paradigm. While the technical rules of law, often referred to as 'black letter' law, are taught, there is a consensus among staff that knowing what law is forms only part of a progressive legal education. I developed the curriculum outlined below as a means of teaching law in a critical, engaged fashion. Like other teachers in this mode, I prefer classes where the teacher is a facilitator, 'asking questions, inviting comments, encouraging ideas, giving feedback and thinking aloud'. The teacher engages in 'improvised conversation.' My aim is to encourage learning that results in students being 'inclusive, open to other viewpoints, critical to one's own assumptions, dynamic, and capable to incorporate new experiences.' This requires courage on the part of students and teachers. My introductory unit is taught using legal texts, music, drawing, dance, fiction, film, performance and poetry. As teacher I disclose my subjectivity - I have a bias towards 'justice' and black letter law is but one part of this broad enterprise. Another aspect is 'transformative reflection' on the part of teacher and student.
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Professionalization
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Issues of race, literacy, and self-disclosure link to a long-running debate about the types of assignments and texts used to engage student thought. At the heart of this debate are teachers who view writing and teaching as a performance that is deeply personal and linked to social consequences resonating beyond the first-year writing experience (Bizzell, “Composition Studies Saves the World;” hooks, Teaching to Transgress ; Prendergast, Literacy and Racial Justice ), and those who see teaching and writing as the acquisition of discrete skills that prepare students to participate in academic discourse (Fish, Doing What Comes Naturally ). Yet, most teaching often takes place somewhere in between these rationales. It is the teacher’s views about race, class, and gender informed by their experiences and shaped by their own educational background that continue to serve as a backdrop for their own resistance to antiracist teaching. For me, race represents an under examined, yet salient component of one’s teachings, the saturating force that influences the way one chooses to read and respond to particular educative moments. It is in those moments one should ask how does race shape, complicate or silence the interactions of others? This study uses autoethnography and critical analysis of recent research on race to propose a framework for thinking through attitudes toward student writing, toward the selection of texts, and toward teacher disclosures which are always already gendered, racialized, and classed. In this article I examine my experiences as a writing program administrator at a historically Black University and moments of resistance from faculty members who wished to avoid particular conversations about assignments, texts, and student performance that acknowledged the role of race and privilege in those contexts. The purpose of this reflection is to connect it to recent work in educational research and critical race studies and begin to stitch a tighter rubric for reflexively analyzing one’s teaching decisions to ensure that they consider the complex way discussions of race marks one’s teaching identity, shape’s student interest, and enhances student literacies. As the work of Eduardo Bonilla-Silva ( Racism Without Racists ) and Imani Perry ( More Beautiful and More Terrible ) note, intention has become an obsolete mechanism for understanding and addressing racist assumptions and stereotypes that shape individual choices and reasoning processes. Given this understanding, it becomes imperative that teacher training and collegial conversations about teaching develop a sophisticated approach to interrogating the intersection of teacher ethos and race.
Silence
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Critical Race Theory
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According to Kevin Kumashiro (2004), education toward a socially just society requires a commitment to challenge common sense notions or assumptions about the world and about teaching and learning. Recalling Audre Lorde's (1984) classic essay, “The Master's Tools Will Never Dismantle the Master's House,” I focus on three common sense notions and practices within cross-cultural teacher education that often leave marginalized students bearing the burden of cross-cultural work at the expense of their own learning. Specifically, I critique the assumptions that students ought to share their experiences with others, that they should do so willingly, and that they should tell the truth in these exchanges (whether in reflective journals or in-class discussions). I offer no easy solutions; instead I call for re-examination of the ways in which everyday practices in teacher education risk serving as tools to “keep the oppressed occupied with the master's concerns” (p. 113) as an important step toward social justice in teacher education. Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master's concerns. Now we hear it is the task of women of Color to educate white women—in the face of tremendous resistance—as to our existence, our differences, and our relative roles in our joint survival. This is a diversion of energies and a tragic repetition of racist patriarchal thought. (Lorde, 1984 Lorde, A. 1984. Sister/outsider, New York: Crossing Press. [Google Scholar], p. 113)
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This article introduces a teacher as a being of relations—both internal and external—by exploring the nature of a figure of the internal plane that accompanies a teacher in her pedagogical adventure. This figure is a superaddressee, 1 1. "Superaddressee" is one of the notions introduced by Mikhail Bakhtin (1986). The term is treated in "The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis," alluded to in Valentin Voloshinov (1976), and expanded upon by Frank Farmer (2001). a third listener, who, as the author argues, should be expected to enter a classroom together with a teacher. A superaddressee plays at least two roles. First, it serves as a shortcut to a meaningful relationship and, in this role, takes care of a teacher's need to be known, as well as helps further dialogic relationships. Second, it offers a loophole from imperfect understanding and, in this role, addresses a teacher's need for noncoincidence and protection, as well as protects a pedagogical relationship from a proverbial dead end. It is argued that one of the ways for students to honor their teacher as a being of relations is to know and honor his or her superaddressee(s). In turn, a teacher is responsible for honoring her own superaddressees. In the end, both a teacher and students benefit from an enhanced relationship.
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Silence
Contemplation
Ambivalence
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Rabbit (cipher)
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In this chapter, the author enlightens the realities of his work as a black male teacher educator (BMTE) at the end of his first quarter of teaching a teacher education course at a large university in the Midwest. As the student stammered to talk about the firsts of having a Black male professor, in teacher education no less, it became apparent that there was an undercurrent dialogue about my positionality as a BMTE. One of the issues that are queried when examining issues of race and gender in teacher education is whether or not there are certain skills, knowledge, and dispositions that the author possess as a BMTE that his colleagues who are not Black male do not possess. The work of teacher education can be deeply personal and reflective, wherein candidates have to build on their experiences as learners, and of teachers who made an impact on their lives.
Great Rift
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While preparing to meet for our last round of member checking, I asked my participant if she would like to select her pseudonym. A few days later, she texted me the name Gaia, along with this description: Goddess of the earth and prophecy. She is the primordial mother. I had not asked her to justify her choice, but I was not surprised to see that she had done so. I was not surprised by the name itself. Gaia, an artist, teacher, and educator in face-to-face and online settings, reflected an essential component of her identity in the name that she chose: she creates. In this chapter, I explore the conflicting roles Gaia assumed. I pay particular attention to how these roles changed as Gaia became a trans-classroom teacher (Lowes, 2005), a position that allowed Gaia to be liberated from her body, from the act of as a spectacle, and from some subjectivities even as she assumed others in their place. This disembodiment required the temporary forfeiture of Gaia's generative role, but, I argue, ultimately reveals online spaces to be empowering and important potential sites for the demarginalization of ciswomen teachers as well as transgender and gender queer teachers. PURPOSE Lowes (2005) calls teachers who move from face-to-face to online instruction or between these two spaces trans-classroom teachers, a problematic bit of nomenclature that places the emphasis on recasting teachers rather than the spaces in which they work--an issue beyond the scope of this chapter. Regardless of what they are called, these teachers operate in a unique position. In this chapter, I contrast the notions of identity and in order to analyze more carefully one teacher's transition from face-to-face to online teaching. I do so by examining her relationships with colleagues, her practice, and her descriptions of her own work and identity. I conclude with implications about the possibility of generativity in the disembodied context of online teaching. TEACHER IDENTITY AND SUBJECTIVITY For some practitioners and researchers (such as Gee, 2000) identity, although affected by forces outside the individual, it is primarily situated internally. In contrast, is inextricable from the discourses in which one is situated: it is precarious, contradictory and in process, constantly being reconstituted in discourse each time we think or speak (Weedon, 1987, p. 33). Weedon (1987) described the individual always [as] the site of conflicting forms of subjectivity (p. 33). Individuals themselves according to the language they are given and the structures in which they are fixed. What teachers and researchers may describe as identity is often better described as subjectivity: one's teacher-self operates within and is molded by systems, both overt and covert. Understanding identity and better is not simply an intellectual exercise, but a line of inquiry with political and educational implications, particularly in the reshaping of discourses related to professionalism. In the current American political climate, many state legislatures are actively working to deprofessionalize and decertify the force. Thomas and Beauchamp (2011) described their examination of new teachers' professional identities via metaphor as an explicit means to understand and promote the 'professionalization' of teaching (p. 762). Ruohotie-Lyhty's (2013); Richmond, Juzwik, and Steele's (2011); and Pillen, Den Brok, and Beijaard's (2013) work on new narratives similarly highlights the matrix of knowledge, skills, and dispositions necessary for successful teachers. Others, such as Dolloff (1999), have focused instead on identity development within a given discipline, thus generating a richer understanding of what it means to be a music or a math teacher. Such identity research elucidates the complexity of teachers' roles, thus thwarting political narratives in which teachers are cast as easily replaced, unskilled workers. …
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