Critical race self-study: an abolitionist methodology

Abstract

ABSTRACT Taking an oppositional approach to the whiteness of teacher education research, I challenge critiques of self-study in teacher education as insufficient for the fundamental transformation of teacher education. Drawing from critical race theory, I posit that the stories and self-studies of Black, Indigenous, and other teacher educators of Colour are key to dismantling the white supremacy ingrained in teacher education. Race has palpable consequences for teacher education, and I posit that if teacher education research continues to sidestep and ignore race and racism, the field will continue to condone the harmful status quo of whiteness. Critically examining the need to move beyond research that naturalises whiteness in teacher education, I consider how “passing” and “trespassing” – the long-established positionings rendered possible to Black, Indigenous, and other teacher education researchers of Colour – are hindering the pursuit of racial justice. Seeking to expand the possible positionings of Black, Indigenous, and other teacher education researchers of Colour theoretically and methodologically, I propose critical race self-study as an abolitionist methodology with the potential to foster much-needed transformation for and through teacher education research.