Please use this identifier to cite or link to this item:
Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity
|Title:||Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity|
|Authors:||Adler, Susan Matoba|
|Issue Date:||Apr 2011|
|Citation:||Adler, S. M. (2011) Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity. Teaching and Teacher Education: An International Journal of Research and Studies. 27(3) 609-618.|
|Abstract:||This action research study interrogates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves. Data were collected from a special topic graduate course entitled, Epistemology, Diversity and Teaching, at a large Midwestern university. Issues such as “otherness”, the culture of power, and white privilege were some key concepts addressed in the course. Findings indicated that use of key readings and meaningful discussion on controversial issues enhanced students’ ability to take multiple perspectives, recognize the significance of student epistemology, and acknowledge the importance of culturally relevant pedagogy to meet the needs of a diverse student body.|
|Description:||Modified from original accepted manuscript version to conform to ADA standards.|
Attribution-NonCommercial-NoDerivs 3.0 United States
|Appears in Collections:||Adler, Susan|
Please email firstname.lastname@example.org if you need this content in an ADA-compliant format.
Items in UH System Repository are protected by copyright, with all rights reserved, unless otherwise indicated.