NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ770753
Record Type: Journal
Publication Date: 2003-Jan
Pages: 10
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1066-5684
Social Perspective Taking: Advancing Empathy and Advocating Justice
Rios, Francisco; Trent, Allen; Castaneda, Lillian Vega
Equity & Excellence in Education, v36 n1 p5-14 Jan 2003
In this article, the authors attempt to employ a pedagogical tool, social perspective-taking, as a way to engage their students in the act of critical self-reflection, from a personal and professional point of view. The use of perspective taking devices, especially around issues of diversity (e.g., race, class, gender, ethnicity, and language) is useful in their work as teacher educators who care about social justice. It allows them to engage their students in activity that draws upon their insider knowledge (e.g., what it is to be a member of a given group, whether it is privileged or disadvantaged) and lived experiences. Via social perspective-taking, the authors seek to create a three-tiered process incorporating awareness, analysis, and advocacy. The attempt is to move their students to first, become awakened to their particular place in society (which the authors hope includes an explicit examination of their own position and privileges) and that of the "other" (awareness). Secondly, they engage their students in reflexive analysis. Finally, it is their hope that this type of work will move their students toward action for social justice, and advocacy orientations integrated into their teaching repertoire. (Contains 1 note, 2 tables, and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A