ABSTRACT
This chapter helps teachers reflect on the importance of introspection as an element of developing a decolonial classroom praxis. It begins with a vignette that captures a classroom practice that on the surface appears to be a robust discussion about racism, but when examined more closely lacks the introspection needed to understand that racism is something that is in the present, as well as the past. The chapter then provides instructional approaches designed to nurture introspection in literacy education. It introduces an approach to reading instruction that encourages inquiry and self-reflection by tracing the histories of students’ communities. Next, the chapter provides writing instruction that explores students’ core commitments, beliefs, and culturally situated world-views through self-narration. Then, it examines how to encourage listening that helps move students past racial discomfort. The chapter ends with a vignette to encourage discussion around how to navigate experiences working with others who are insecure about culturally proactive teaching, questions to consider when planning for introspection, and resources to explore to learn more about nurturing introspection. It also offers tips on reading and responding to students’ introspective work and ways to use digital storytelling to allow for students to express themselves in different ways.
