The European Educational Researcher

Recognizing All Students’ Assets: The Role of Profound Interruptions

Mary Louise Gomez 1 *
1 University of Wisconsin-Madison* Corresponding Author
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The European Educational Researcher, Volume 5, Issue 2, June 2022, pp. 133-147
OPEN ACCESS VIEWS: 1254 DOWNLOADS: 670 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
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