Constructivism in Practice: Comparing the Strengths of Two Approaches to Building Perspective-Taking Capacity

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Problem-Based and Project-Based Learning Virtual Poster Session

Abstract

This study explores how K-8 education addresses systemic inequities by integrating diverse perspectives and fostering inclusivity. Drawing on prismatic theory and collaborative inquiry, two teachers shared their methods for teaching perspective-taking through project-based learning. Their approaches emphasize student voice, empathy, and cultural relevance, highlighting complementary strengths that enhance understanding within a predominantly white, high socioeconomic community. By valuing students' viewpoints, these educators challenge the dominance of single narratives and promote equity in the classroom. The research underscores the importance of perspective-taking as a tool for empowering students to become change agents and advocates for social justice, aligning with ethnic studies' goal of linking education with students' lived experiences and community engagement.

Authors

• Marni E. Fisher, Saddleback College

• Tara Falce, American University in Rome

• Meredith A. Dorner, Irvine Valley College

• Mina Chun, Governors State University

• Kimiya Sohrab Maghzi, University of Redlands

• Joe Arnett Petty, University of San Diego

• Christina Cho, University of California - Irvine

• Heather Johnston, Chapman University