ORCID
Brittany A. Aronson 0000-0002-0531-6544
Esther A. Enright 0000-0003-0844-5584
Tasneem Amatullah 0000-0003-0715-6836
DOI
https://doi.org/10.14305/jn.19440413.2021.13.3.03
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.
Recommended Citation
Aronson, B. A., Enright, E. A., & Amatullah, T. (2021). Developing an angled perspective as teacher educators: Using narrative reflection to disrupt the funding of identity in teacher education. Excelsior: Leadership in Teaching and Learning, 13(3), 215–232. https://doi.org/10.14305/jn.19440413.2021.13.3.03 CCBY.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
