Please use this identifier to cite or link to this item: http://hdl.handle.net/10790/3514

Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity

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Title: Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity
Authors: Adler, Susan Matoba
Issue Date: Apr 2011
Publisher: Elsevier
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.
Related To: https://doi.org/10.1016/j.tate.2010.10.015
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.
Pages/Duration: 32 pages
URI/DOI: http://hdl.handle.net/10790/3514
DOI: 10.1016/j.tate.2010.10.015
Rights: Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Adler, Susan



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