Critical Witnessing in Teacher Education Research

Authors

Rachel Snyder Bhansari, Portland State UniversityFollow
Grace Cornell Gonzales, University of Washington
Patricia Venegas-Weber, University of Washington

Published In

Departures in Critical Qualitative Research

Document Type

Citation

Publication Date

2024

Abstract

Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the impacts of our positionalities as a means of practicing critical witnessing in community. We suggest this as one means through which teacher educators can move toward decolonizing stances in teaching and research.

Rights

© 2024 by The Regents of the University of California

Locate the Document

https://doi.org/10.1525/dcqr.2024.13.2.5

DOI

10.1525/dcqr.2024.13.2.5

Persistent Identifier

https://archives.pdx.edu/ds/psu/42225

Citation Details

Bhansari, R. S., Gonzales, G. C., & Venegas-Weber, P. (2024). Critical Witnessing in Teacher Education Research. Departures in Critical Qualitative Research, 13(2), 5–26.