NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ667331
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0094-7571
Positionality, Epistemology, and Social Justice in the Classroom.
Takacs, David
Social Justice, v29 n4 p168-81 2002
Describes how one college professor begins each semester by asking his students, "How does who you are and where you stand in relation to others shape what you know about the world?" Suggests that by enabling students to speak out of their unique experiences, the class can better cope with the power relations within every classroom discussion. The assets model of multiculturalism promotes listening, self-reflection, and consensus building. (SM)
Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: individuals, $40; institutions, $78). E-mail:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A