Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education

Abstract

Narrative inquiry and self-study are used as analytic and conceptual lenses to examine the author's teacher education course where he attempted to introduce the relevance and centrality of race and racism in society and thus education. Implications of the study point to the important role of personal experiences in curriculum development and implementation. The narrative can prove effective in breaking down barriers of resistance around muted and what seem to be taboo topics—race and racism in education. In addition, self-study is critical to the learning of teacher educators and should be used to help build and expand our knowledge in the teaching of race and racism in teacher education for the benefit of all students in P-12 classrooms, particularly those in urban contexts.

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