In this paper we work to place personal reflections of ourselves as researchers in conversation with interview data generated from white practicing teachers. Our work seeks to engage what the praxis of pedagogical qualitative analysis, coupled with self-study, can offer other researchers. This paper thus has two primary aims: to investigate our research findings from the interview data and the teachers who participated in the professional development seminar, and to explore what such work makes available to us as white researcher/practitioners. We move back and forth between both in the pages that follow, as we hope to showcase what becomes possible when we blur the lines between researcher and researched, and the implications in particular for white researchers/teachers committed to combatting racism in their practice(s).
Recommended CitationJoyner, Jane S. and Casey, Zachary A.. (2015). Growing Pains: Reflections at the Intersection(s) of Pedagogy and Self-Study in Whiteness Research in Education. i.e.: inquiry in education: Vol. 7: Iss. 1, Article 2.
Retrieved from: https://digitalcommons.nl.edu/ie/vol7/iss1/2