A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education

Abstract

This article analyzes critical reflection groups held over the course of a year‐long collaborative ethnography between me as researcher and five novice bilingual teachers. Drawing on feminist theories of emotion as knowledge, I argue that coalitional critical consciousness developed in our meetings through emotional expression and acknowledgment of identity in connection to systems of power. I also explore the affordances of collaborative methods in the formation of collective critique for practicing teachers.