Seeing the Wealth: Changing Perceptions of Equity and Diversity

• In Event: Individual and Collaborative Approaches to Critical Reflection Across Teacher Education Contexts

Abstract

This case study explores changing perceptions of the contexts undergraduates will be participating in as future teachers or community members through the reconceptualization of two education courses. Many of the students had not previously engaged with demographically different K-12 learners. Self analysis during coursework, interactions in public schools, and pre/post reflections focused on how enhancing understanding of oneself (Story of Self), connecting to a school community (Story of Place), and addressing learning theory (Story of Learning) lead to meaningful change in the students’ view of educational settings. Beginning a transformative approach (Milner, 2010), the majority of students were able think through preconceptions, changing their perspective to see “wealth” rather than deficit and reevaluating their roles in their school communities.

Authors

• Cathleen K. Kim, Pacific Lutheran University

• Lea Ann Christenson, Towson University