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Focus on Teacher Researcher
Focus on Teacher Research : Chauntel Baudu
Chauntel Baudu has taught secondary English Language Arts ( ELA ) in Regina Catholic Schools since 2005 , recently completing a Master of Education degree in 2012 . Chauntel ’ s research study was conducted in her Grade 11 ELA class and culminated with students writing autobiographies . As the title of her thesis , “ Anti-Oppressive Education Through English Language Arts : A Recollecting Journey ,” suggests , the purpose of her research was to interrupt oppressive ideologies and practices in education using narrative and Indigenous methodologies .
Over the course of one semester , Chauntel studied how students developed critical literacy skills and applied their knowledge by writing autobiographies that examined how their identities were produced . In her coursework with Dr . Carol Schick , she learned that when students can name and recognize oppressive issues , they can begin to address them , and thereby disrupt normative ideologies . Ultimately , anti-oppressive approaches to teaching allow educators and students to move from apathy to action , empowering themselves and perhaps others to first see oppression , and then use their awareness to close the gap between the oppressed and the oppressor .
Chauntel taught the mandated provincial curricular theme of “ Recollections – A Journey Back ” through an anti-oppressive lens . Her students shared their stories and reflections on the ways they saw and interacted with the world . Students articulated their struggles , epiphanies , growth , enlightenment , as well as their thoughts on their ( re ) produced ideologies emanating from childhood and educational experiences .
Interview with Chauntel
What drew you to begin graduate work ?
I always knew I was going to complete my graduate studies early on in my career . My goal was to have it completed before I was 30 . With that being said , I spent the first 7 years of my career dedicating my time to my pedagogy and teaching ELA , coaching wrestling , softball , and volleyball , being an advisor for a community improvement club , and taking classes towards completing my Bachelor of Arts with an English major . I then applied to do my graduate work , was accepted , and began my classes . I knew I wanted to complete my degree in a timely manner , so I took five courses in 3 semesters , planned , facilitated , conducted my research , and collected my data within that time , and then took one semester off from January to June 2012 , and wrote my thesis .
How has doing graduate work informed your teaching practice ?
Throughout my graduate studies , my teaching practice was constantly influenced . On a weekly basis , I would take ideas , concepts , content , or strategies from my graduate studies and apply them to my senior ELA classes . My research focuses on anti-oppressive education in ELA classrooms , so I implemented theory into practice daily . Anti-oppressive education has always been my passion , and I had always “ tried ” to implement anti-oppressive strategies , but I felt that my graduate studies were really informing me with new strategies , conversations , spaces , ideas , and philosophies . I know that no space is neutral – nor do I want it to be – as neutrality and silence only perpetuate oppression .
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