Teacher Educators, Justice, Empathy, Perspective Taking, Teacher Expectations of Students, Cultural Pluralism, Perception, Evaluation Methods, Advocacy, Causal Models, Classification, Conceptual Tempo, Advantaged, Disadvantaged, Context Effect
In this article, the authors attempt to employ a pedagogical tool, social perspective-taking, as a way to engage their students in the act of critical self-reflection, from a personal and professional point of view. The use of perspective taking devices, especially around issues of diversity (e.g., race, class, gender, ethnicity, and language) is useful in their work as teacher educators who care about social justice. It allows them to engage their students in activity that draws upon their insider knowledge (e.g., what it is to be a member of a given group, whether it is privileged or disadvantaged) and lived experiences. Via social perspective-taking, the authors seek to create a three-tiered process incorporating awareness, analysis, and advocacy. The attempt is to move their students to first, become awakened to their particular place in society (which the authors hope includes an explicit examination of their own position and privileges) and that of the "other" (awareness). Secondly, they engage their students in reflexive analysis. Finally, it is their hope that this type of work will move their students toward action for social justice, and advocacy orientations integrated into their teaching repertoire.
Equity & Excellence in Education
Required Publisher's Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Equity & Excellence in Education in 2003, available online: http://www.tandfonline.com/10.1080/10665680303506
Francisco Rios, Allen Trent & Lillian Vega Castañeda (2003) Social Perspective Taking: Advancing Empathy and Advocating Justice, Equity & Excellence in Education, 36:1, 5-14, DOI: 10.1080/10665680303506
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