Article
Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education
Northwest Journal of Teacher Education
Publication Date
11-22-2022
Keywords
- identity,
- emotions,
- teacher education,
- embodied epistemologies
Disciplines
Abstract
In this essay, we discuss how we have attempted to counter the ongoing dominance and (re)inscription of White supremacist, ableist, and settler colonial ways of knowing and being within an elementary teacher education program (TEP) through a consideration of identity and power, emotions and place-based pedagogy. Our approaches indicate means for regenerating and expanding upon marginalized epistemologies in TEPs, challenging curricular epistemicide, while our stories also indicate that these approaches and related ways of knowing are intertwined with our own identities, histories and felt experiences as well as challenges to our enactment of this work.
DOI
10.15760/nwjte.2022.17.3.29
Creative Commons License
Creative Commons Attribution-NonCommercial-Share Alike 4.0 International
Persistent Identifier
https://archives.pdx.edu/ds/psu/38831
Citation Information
Camille Ungco, Rachel S Snyder Bhansari and Manka Varghese. "Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education" (2022) Available at: http://works.bepress.com/rachel-bhansari/7/