Abstract
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.
Highlights
Many scholars have noted that the U.S population of practicing pre-service teachers (PSTs) is very homogeneous, especially along racial, class, and religious identities (e.g., Ladson-Billings, 2001; Liu & Ball, 2019; Terrill & Mark, 2000)
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 K12 teachers
Through our conceptualization of identity theory, positionality, and intersectionality, we argue angled perspectives contribute to solidarity work in education
Summary
Teacher education needs to be responsive to the changing landscape of U.S schooling by preparing an overwhelmingly white teaching force to teach an increasingly racially and ethnically diverse student population with skill and respect (e.g., Darling-Hammond, 2011, Liu & Ball, 2019). This is not a new reality for U.S schooling, nor has this always been the case. In a course entitled, “Identity and Teaching,” Howard (2003) engaged his preservice teachers in readings pertaining to racial, ethnic, gender, and social class identities He found that many of the students came to value critical reflection and how it aided them for teaching in culturally responsive ways. We believe this dearth of opportunity is an opening to use critical teaching frameworks for teacher educator reflection, toward the aim of building capacity for PST reflection as well
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
