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ERIC Number: EJ1069015
Record Type: Journal
Publication Date: 2015
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0145-9635
Teacher Self-Knowledge: The Deeper Learning
McIntosh, Peggy
Independent School, v74 n4 Sum 2015
The National Seeking Educational Equity and Diversity (SEED) Project on Inclusive Curriculum is the nation's largest peer-led leadership development project. It engages public and private school teachers, college faculty, parents, and community leaders from all subject areas, grade levels, and geographic locations to create gender fair, multiculturally equitable, socioeconomically aware, and globally informed education. For the past 28 years, author Peggy McIntosh has been working with this group of educators. In this article she says that in her many years of experience, she finds that when teachers come to believe in mining their own memory banks and interior selves for their understanding of equity or injustice as they have experienced these in their own lives, they become more firmly grounded in school and in life--to a degree that often startles and surprises them. When they do this in the company of other educators, the effects can be life-changing. McIntosh writes that teachers value the opportunity to have something for themselves and about themselves. They appreciate being part of something that touches their hearts, minds, and spirits. They say they become better at listening, empathizing, and accepting of people, become better at respecting and learning from colleagues. They appreciate the chance to unpack their personal and professional stories as a means to help shape another generation's growth through this same process. They believe that feeling validated allows them to teach their own students to feel the same way themselves. To a person, they learn to dig deeper into issues of diversity and social justice--and embrace Frances Moore Lappé's view that we start by changing ourselves. Through this process, teachers raise their level of awareness of issues related to identity and society, which means they can teach from a base of greater self knowledge and intentionality.
National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A