This article explores the reflexive narrative positioning in which the author engages as a White woman, a secondary English teacher, and an educational researcher inquiring into the experiences of Latino/a teacher candidates in a Midwestern teacher education program. The author argues that critically reflexive narrative positioning enables her to embrace a stance toward equity and social justice for linguistically, racially, and ethnically diverse students in U.S. public schools. In this article, she shares three narrative vignettes through which she positions herself in relation to the Latino/a preservice teachers with whom she collaborated in the research project.
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
Rodriguez, T.L. (Spring 2012). Narrative reflexivity in raced and gendered spaces. WILLA - Women in Literacy and Life Assembly 18.