Embodied knowing: Toward a teacher education pedagogy of relational witnessing

被引：0

作者：

Jimenez, Justin Phillip ^{[1
,2
]}

Sato, Mistilina ^{[1
,3
]}

Knaus, Jake ^{[1
,4
]}

Shopa, Amanda C. ^{[1
]}

Smith-Peterson, Margaret ^{[1
,5
]}

机构：

[1] Univ Minnesota Twin Cities, Coll Educ & Human Dev, Minneapolis, MN 55455 USA

[2] Tufts Univ, Dept Educ, Paige Hall,12 Upper Campus Rd, Medford, MA 02155 USA

[3] Univ Canterbury, Fac Educ, Private Bag 4800, Christchurch 8140, New Zealand

[4] South St Paul Publ Sch Dist, 104-5th Ave S, Paul, MN 55075 USA

[5] Culturally Respons Sch Leadership Inst, POB 8043, St Paul, MN 55108 USA

来源：

TEACHING AND TEACHER EDUCATION | 2025年 / 155卷

关键词：

Embodied knowledge; Teacher education; Teaching dispositions; Equity; Witnessing; Embodied knowing; RACISM; WHITE;

D O I：

10.1016/j.tate.2024.104909

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper introduces a model for teacher education that gives shape and meaning to witnessing one's own reactions to and development of equity-based teaching. Data from a school-based teacher inquiry group provide two illustrations of how the model, based on a conceptual framework from feminist ethics, can be used to guide relational witnessing for teachers who are striving toward equity-based practice. We conclude with recommendations for understanding and mobilizing embodied encounters in teacher education toward a pedagogy of relational witnessing for teacher education with a focus on bringing dysconscious assumptions to the surface through the use of dispositional language.

引用

页数：9

共 43 条

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