Abstract
The following autoethnographic narrative uses the tenets of AsianCrit to examine and theorize the limitations of teaching from an empathy model particularly for women of color who contend with a model minority identity in a predominantly white institution. Although there is nothing unique or new about addressing white fragility in a teacher education program, several scholars have written with great depth on dismantling white supremacy structures in the field of education, this narrative seeks to expand on the notion of comforting discomfort when discussing race in the classroom. Autoethnography is called on to examine intersectionality to disrupt gender in the model minority myth, suggesting a healing that emerges from intentional self-reflection, intergenerational perspective in storytelling, and a reclaiming of teacher identity.
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