Graduate teaching instructors (GTIs) have the unique opportunity of learning to be both scholars and teachers at the same time. This juxtaposition between teacher and student presents distinctive challenges that are seldom captured in existing research. One such challenge is the task to facilitate classroom dialogues on issues of race, ethnicity, and culture. While GTIs are charged with the labor of instructing university classrooms full of diverse student populations, it is common for them to instruct these courses without ever having instructional training on culturally responsive teaching. It is also possible that GTIs are not comfortable discussing issues of race, ethnicity, and culture because they may have not critically examined their own positionalities, or the impact these positionalities can have on their instructional/classroom communication strategies and behaviors. This paper offers an autoethnographic account of the awakening of my own critical consciousness during a semester long community-based learning project at a predominantly African American high school. In reflecting on this experience, I offer suggestions for GTIs on becoming more culturally responsive teachers.
"Culturally Responsive Graduate Teaching Instructors: Lessons on Facilitating Classroom Dialogues on Racial, Ethnic, and Cultural Injustices,"
Kaleidoscope: A Graduate Journal of Qualitative Communication Research: Vol. 16
, Article 3.
Available at: http://opensiuc.lib.siu.edu/kaleidoscope/vol16/iss1/3