A frequent question amongst Black scholars and practitioners is how to succeed in institutions that thrive on our cultural erasure. How to unmask and survive. For Black women these questions are doubly significant. The questions we answer in our collaborative Blackgirl autoethnography have implications for how Black women scholars, and others…

This article presents an autoethnographic reflection from three education scholars--a white man, a Latinx woman, and a Black woman--on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing…

For this collection of articles celebrating the 50th anniversary of the American Educational Studies Association, I was invited to contribute a narrative detailing my history and relationship to the field, influences to my development as a scholar, the state of the field during my presidency, and any advice or guidance I might share with current…

Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key…

Though we are all inevitably familiar with the everyday effects of forgetting, we generally fail to ask about what its internal movements look like, or how we can talk about what they reveal. Despite its necessity as a structuring process of autobiographical inquiry, forgetting's invisible moves are always obscured by that which remains: the…

This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice…

How can art function as a medium through which to re(view) the self and others? This article explores this central question through an interdisciplinary classroom experiment that brought theories of identity development in a multiculturalism classroom together with principles of portraiture present in an introductory drawing class. Interview…

This article presents an autoethnographic and theoretical reflection on my justifications for the use of "neoliberal deconstruction" in the undergraduate social foundations classroom. I engage the reader in a discussion concerning the need to make neoliberal agendas, as they pertain to corporate reform in education, salient to students.…

In this article, I portray undergraduate education students at an urban, inclusive university participating in the process of defining their emerging philosophies of education. Excerpts from student writing demonstrate that, in a course organized around key essential questions, double-entry journals, and students' consideration of their…

Many teacher educators recommend that preservice teachers examine their own backgrounds and experiences to identify assumptions, beliefs, and values, as well as cultural contexts in which they grew up, which impact on how they understand schooling and students. Commonly, Social Foundations courses initiate self-examination through processes such…

The choice of a teacher to be "out" in the classroom is perhaps unadvisable, possibly joyous, potentially disastrous, positively political, and just plain hard. For me, the choice to be out in the classroom has met with some consequences that do not match my expectations. This essay is an autoethnographic writing performance of my identity as a…