This paper examines how the question of positionality might be considered through a critical rendering of life history that takes seriously questions of the incommensurability of ?Latinx? social location. Drawing from a larger ethnographic study examining the racial and class policies of educational disenfranchisement in Detroit, this paper argues for the inseparability of self-disruption and the development of historical ethnographic research protocols. Drawing on internal colonial theory, black feminist epistemology, and decolonial methodological thought, this paper analyzes life history and research-based vignettes advancing a relational historical ethnography framework for research.

Students with speech disabilities frequently experience bullying and associated stress and anxiety in school. There is a need for these students to improve coping skills and reduce stress and anxiety when interacting with other students and adults. The purpose of this experiment is to create a program based on the technique of self-empowerment and role-modeling that would reduce symptoms of bullying. We will explore whether exposing these children to role models would increase their coping ability. This program is designed by a student with a speech disability in coordination with a clinical speech pathologist.

The problem explored in this study was the limited exposure science and math preservice teachers have with understanding diversity in STEM Education. In this autoethnography, I discuss the changes I made in my course to address these issues and the results from the discussions. Many students did not see the connection between diversity and STEM. I also tried to understand how I, as a woman of color, position myself to talk about these issues in a credible way with my students? This work will contribute to the growing teacher education literature and will help inform change at the institutional level.