Teacher epistemology and collective narratives: Interrogating teaching and diversity

This action research study interrogates 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. Issues such as “otherness”, the culture of power, and white privilege were some key concepts addressed in the course. Findings indicated that use of key readings and meaningful discussion on controversial issues enhanced students’ ability to take multiple perspectives, recognize the significance of student epistemology, and acknowledge the importance of culturally relevant pedagogy to meet the needs of a diverse student body.

Research highlights
► Teachers need to examine their own epistemology in relation to the racial/ethnic background of the children they teach.
► Teachers can write their personal narratives on Epistemology, Diversity, and Teaching (their pedagogy).
► Critical analysis of readings of scholars of color provide background for teachers to engage in discourse on diversity.