Document Type

Article

Publication Date

2003

Keywords

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

Abstract

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.

Publication Title

Equity & Excellence in Education

Volume

36

Issue

1

First Page

5

Last Page

14

DOI

https://doi.org/10.1080/10665680303506

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

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Language

English

Format

application/pdf

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