This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others’ racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience with places. Five “dimensions of place” are described that can shape the development of a socio-ecological, place-conscious education: (a) the perceptual, (b) the sociological, (c) the ideological, (d) the political, and (e) the ecological. After discussing these, the author reframes several place-conscious educational traditions. The article concludes with an analysis of the possibilities for place-conscious education in an era that defines institutional accountability by standards and testing.

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Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education

Using critical race theory as a framework, the article utilizes counter-storytelling to examine the different forms of racial and gender discrimination experienced by Chicana and Chicano graduate students. After describing the critical race theory framework and counter-storytelling method, the article moves to a story of two composite and data-driven characters, Professor Leticia Garcia and graduate student Esperanza Gonzalez. Various theoretical and conceptual issues such as self-doubt, survivor guilt, impostor syndrome, and invisibility are woven into Esperanza's graduate school and Professor Garcia's pre-tenure experiences.

Critical race and LatCrit theory and method: Counter-storytelling

This qualitative study focuses on a representative sample from 200 teacher candidates' responses to Peggy McIntosh's article, ‘White privilege: unpacking the invisible knapsack’. The notion and understanding of whiteness and white privilege were explored revealing several strategies that teacher candidates employed to avoid addressing whiteness and its attendant privileges in Canadian society. We analyse three primary strategies that the teacher candidates employed: ideological incongruence, liberalist notions of individualism and meritocracy, and the negation of white capital. Some implications of this study are that teacher education must help candidates understand their own racial identity formation and provide the learning space to work with the range of emotions and feelings of indignation that evolve from an exposure to white privilege and the ‘myth of meritocracy’.

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The discourse of denial: how white teacher candidates construct race, racism and ‘white privilege’

This article traces the genealogy of reflection in teacher education by seeking the conditions of its emergence through the influences of Descartes, Dewey, Schon, and feminism. Drawing on the critical lenses of Foucaultian genealogy and the sociology of scientific knowledge, the analysis investigates how the complicated meanings of reflection get played out in complex and contradictory ways through research practices. The purpose of this article is to highlight the diversity of meanings that constitute understandings of the term and then to critique the effects of power that reverberate through current reflective practices.

Teacher Reflection in a Hall of Mirrors: Historical Influences and Political Reverberations

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Papers

Teaching to Transgress: Education as the Practice of Freedom