Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity

From Section:
Theories & Approaches
Apr. 10, 2011

This article was published in Teaching and Teacher Education, Vol 27 number 3,
Author(s): Susan Matoba Adler, " Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity", Pages 609-618, Copyright Elsevier (April 2011).

Teachers need to examine their own epistemology in relation to the racial/ethnic background of the children they teach.
Hence, this action research study which investigates 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.

The course addressed key concepts such as “otherness”, the culture of power, and white privilege.

Findings indicated that critical analysis of readings of scholars of color provide background for teachers to engage in discourse on diversity.

Updated: Jan. 17, 2017
Action research | Epistemology | Multicultural education | Narrative inquiry | Student diversity | Teacher education programs | Teacher educators