Abstract
Situated within the framework of intersectionality, this self-study examines how being a Black, middle-class, female educator, and parent of a child with a disability influences my personal and professional learning. In this chapter, I present vignettes of teaching moments that detail how my experiences as a parent informed my roles as teacher and teacher educator. My classroom interactions with several students with disabilities in addition to my feelings of exclusion as the mother of a school-age child with autism shed light on four guiding principles I learned to embrace as the cornerstone of my teaching dispositions and pedagogy: person-centered, strength-based, flexible, and reflexive. Through storytelling, I examine significant moments of tension between my teaching practices and my parenting beliefs that represent how traditional ways of teaching often marginalize and disregard the cultural capital of students and families of color, especially those with disabilities.
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Hannon, L.V. (2019). Engaging My Whole Self in Learning to Teach for Social Justice. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_25-1
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