Understanding Self-ethnography as a Pedagogical Tool to Combat Whiteness in Science Education

Abstract

Believing, like Lensmire et al. (2013), that white privilege pedagogy hinders antiracism, especially for white people, we developed a tool to support preservice teachers to unpack their identity and understand society to move white preservice teachers beyond confessions of their privilege. A “self-ethnography” asks preservice teachers to engage with emotions, be confused, and “play” with race, three features not always afforded by white privilege focused forms of pedagogy.