Recognizing All Students' Assets: The Role of Profound Interruptions

This text explores roles that radical empathy and profound interruptions play in altering prospective teachers' thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewi...

Full description

Saved in:
Bibliographic Details
Published inEuropean Educational Researcher Vol. 5; no. 2; pp. 133 - 147
Main Author Gomez, Mary Louise
Format Journal Article
LanguageEnglish
Published European Educational Researcher 2022
Subjects
Empathy
Essays
Low Income Students
Minority Group Students
Preservice Teachers
Reading
Social Justice
Student Attitudes
Teacher Student Relationship
Volunteers
Writing (Composition)
Online AccessGet full text

Cover

More Information
Summary:This text explores roles that radical empathy and profound interruptions play in altering prospective teachers' thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewing films of "heroic" teachers, and personal writing to understand the assets and possibilities of diversely populated youth in the United States whom they are being educated to serve. Each prospective teacher's personal stories are coupled with insights gained from reading, film viewing, and interactions with students to showcase their development of fresh outlooks on low-income youth of color, contrasting those of many of their teachers.