Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education

Authors

Camille Ungco, University of WashingtonFollow
Rachel S. Snyder Bhansari, Portland State UniversityFollow
Manka Varghese, University of Washington - Seattle CampusFollow

Keywords

identity, emotions, teacher education, embodied epistemologies

Abstract

In this essay, we discuss how we have attempted to counter the ongoing dominance and (re)inscription of White supremacist, ableist, and settler colonial ways of knowing and being within an elementary teacher education program (TEP) through a consideration of identity and power, emotions and place-based pedagogy. Our approaches indicate means for regenerating and expanding upon marginalized epistemologies in TEPs, challenging curricular epistemicide, while our stories also indicate that these approaches and related ways of knowing are intertwined with our own identities, histories and felt experiences as well as challenges to our enactment of this work.

DOI

10.15760/nwjte.2022.17.3.29

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/38831

Recommended Citation

Ungco, Camille; Snyder Bhansari, Rachel S.; and Varghese, Manka (2022) "Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education," Northwest Journal of Teacher Education: Vol. 17 : Iss. 3 , Article 29.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.29