Literaturnachweis - Detailanzeige
| Autor/inn/en | Dozono, Tadashi; Taylor, Rebecca M. |
|---|---|
| Titel | Teaching for Open-Mindedness: A Justice-Oriented Approach |
| Quelle | In: Educational Theory, 69 (2019) 4, S.473-490 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-2004 |
| DOI | 10.1111/edth.12380 |
| Schlagwörter | World Views; Social Justice; Civil Rights; Teacher Role; Teaching Methods; Teacher Attitudes |
| Abstract | This article explores the pedagogical virtue of open-mindedness in practice and its relationship to epistemic justice through analysis of a fictional, narrative case. The case focuses on a young white woman who attempts to implement a pedagogy of open-mindedness as she teaches a unit on the civil rights movement. After presenting the case scenario, Tadashi Dozono and Rebecca Taylor examine three tensions that arise for teachers as they seek to enact a pedagogy of open-mindedness. First, what form of open-mindedness should guide them? Second, how should they respond to limits in their own knowledge and understanding? And finally, how should teachers exercise authority within a pedagogy of open-mindedness? Their analysis confronts the tension between the teacher's own open-mindedness, on the one hand, and the teacher's subject position, on the other. Through this exploration of open-mindedness, Dozono and Taylor argue that, in practice, teachers must counteract legacies of epistemic injustice as a necessary part of cultivating their own and their students' access to open-mindedness. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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