This article is the proposal and application of a teacher reflective practice method. This method was informed by the teacher practical knowledge movement, narrative inquiry, and racial realism as theorized by Derrick Bell. The method includes five steps: (1) restorying past experience, (2) listening/learning/problematizing one’s perspective through the study of other perspectives, in this case, the work of critical race theory and the writing of the Black Power Movement, (3) creating a new narrative of possible future teaching, and (4) problematizing again that new narrative. The final step of this method, which I do not discuss in this paper, is the application of that future narrative to actual teaching practice. The explanation of this method is interwoven with the author’s application of it to their teaching experience working in a fifth grade language arts classroom.
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