Recognizing All Students’ Assets: The Role of Profound Interruptions
The European Educational Researcher, Volume 5, Issue 2, June 2022, pp. 133-147
OPEN ACCESS VIEWS: 1219 DOWNLOADS: 656 Publication date: 15 Jun 2022
OPEN ACCESS VIEWS: 1219 DOWNLOADS: 656 Publication date: 15 Jun 2022
ABSTRACT
This text explores roles that radical empathy and profound interruptions play in altering prospective teachers’ thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewing films of “heroic” teachers, and personal writing to understand the assets and possibilities of diversely populated youth whom they are being educated to serve. Each prospective teacher’s personal stories are coupled with insights gained from reading, film viewing, and interactions with students to showcase their development of fresh outlooks on low-income youth of color, contrasting those of many of their teachers.
KEYWORDS
Autobiography, Discourses, Empathy, Identity, Social Justice
CITATION (APA)
Gomez, M. L. (2022). Recognizing All Students’ Assets: The Role of Profound Interruptions. The European Educational Researcher, 5(2), 133-147. https://doi.org/10.31757/euer.521
REFERENCES
- Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42.
- Bakhtin, M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.) Austin, TX: University of Texas Press.
- Bassuk, E. L., Konnath, K., & and Volk, K. J. (2006). Understanding traumatic stress in children. The National Center on Family Homelessness. Newton Center, MASS: The W. K. Kellogg Foundation.
- Boler, M. (1999). Feeling power: Emotions and education. New York: Taylor & Francis.
- Clandinin, J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey Bass.
- Feldman Barrett, L. (2017). How emotions are made: The secret life of the brain. New York: Houghton Mifflin Harcourt.
- Givens, T.E. (2021). Radical empathy: Finding a path to bridging racial divides. New York: Policy Press.
- Gomez, M. L. (1994). Teacher education reform and prospective teachers’ perspectives on teaching “other people’s children.” Teaching and Teacher Education, 10(3), 319-334.
- Gomez, M. L., & Abt-Perkins, D. (1995), Sharing stories of teaching for practice, analysis, and critique. Education Research and Perspectives, 22(1), 39-52.
- Gomez, M. L. (1996). Telling stories of our teaching, reflecting on our practices. Action in Teacher Education, 18(3), 1-12.
- Gomez, M. L., Walker, A.B., and & Page, M. L. (2000). Personal experiences as a guide to teaching. Teaching and Teacher Education 16(7), 731-747.
- Gomez, M. L. (2014). Examining the discourses of a teacher of color in the figured world of schooling. Teacher Education Quarterly, 41(1), 45-62.
- Gomez, M. L. (2016). The promise and limits of service learning: How are aspiring teachers of color and those who are children of immigrants affected? Journal of Educational Research and Practice 6(1), 19-32.
- Gomez, M. L. & Johnson Lachuk, A. (2018). Cultivating an informed empathy: An aspiring teacher examines his talk and actions. The European Educational Researcher, 1(2), 99-115.
- Grant, C. A. (2012). Cultivating flourishing lives: A robust social justice vision of education. American Educational Research Journal, 49(5), 910-934.
- Graue, M. E., & Walsh, D. J. (1998). Studiying children in context: Theories, methods, and ethics. Thousand Oaks, CA: Sage Publications.
- Hirono, M. K. (2021). Heart of fire: An immigrant daughter’s story. New York: Viking Press.
- Hudes, Q. A. (2021). My broken language: A memoir. New York: Random House.
- Kennedy, M. (2016). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6-17.
- Lake City Schools Data. (2021). Data on city schools. Lake City, WI; Author.
- Lemon, D. (2021). This is the fire: What I say to my friends about racism. New York: Little, Brown, and Company.
- Leonardo, Z., & Grubb, W. N. (2014). Education and racism: A primer on issues and dilemmas. New York: Routledge.
- McKenzie, K. B., & Scheurich, J. J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly, 40(5), 601-632.
- Miller, sj. (2016a). Introduction: The role of recognition. In sj Miller (Ed.), Teaching, transforming, and recognizing trans and gender creative youth (pp. 1-23). New York: Palgrave Macmillan.
- Miller, sj. (2016b). (Un)becoming trans*: Every breath you take and every move you make. In sj Miller & N. Rodriguez (Eds). Educators queering academia (pp. 103-112). New York: Peter Lang.
- Miller, sj. (2016c). Why a queer literacy framework matters: Models for sustaining (A)gender self-determination and justice in today’s schooling practices. In sj Miller (Ed.), Teaching, transforming, and recognizing trans and gender creative youth (pp. 24-45). New York: Palgrave Macmillan.
- State University Data Digest. (2020-2021). Data on State University. Lake City, WI: Author.
- Wilkerson, I. (2020). Caste: The origins of our discontents. New York: Random House.
LICENSE
This work is licensed under a Creative Commons Attribution 4.0 International License.