Open AccessDeveloping an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
Author(s) -
Brittany Aronson,
Esther Enright,
Tasneem Amatullah
Publication year - 2021
Publication title -
excelsior
Language(s) - English
Resource type - Journals
ISSN - 1944-0413
DOI - 10.14305/jn.19440413.2021.13.3.03
Subject(s) - perspective (graphical) , narrative , conceptualization , pedagogy , curriculum , identity (music) , sociology , solidarity , teacher education , narrative inquiry , mathematics education , diversity (politics) , intersectionality , psychology , political science , gender studies , computer science , philosophy , linguistics , physics , artificial intelligence , politics , acoustics , anthropology , law
Building capacity in teachers to teach students skillfully and respectfully across the diversity gap is complex work that requires teachers to learn to see with what we term as angled perspective. If an angled perspective is learnable, then it is teachable. Using our narratives as religiously and ethnically diverse women teacher educators, we share through our own learning and growth, how this type of analysis can contribute to coalitional building for teacher education, and thus K-12 teachers. Through our conceptualization of identity theory, positionality, and intersectionality, we argue angled perspectives contribute to solidarity work in education. We share implications for teacher educators to integrate angled perspectives into curricula across teacher preparation courses.