Positionality, Epistemology, and Social Justice in the Classroom
Takcas describes how he begins each semester by asking students in his science department, “How does who you are and where you stand in relation to others shape what you know about the world?” He believes that by enabling each student to speak out of their unique experience, the class is better equipped to understand and effectively deal with the power relations that are part of every classroom discussion. In creating an assets model of multiculturalism, Takcas promotes listening, self-reflection, and consensus building. Even “bias” can be a resource, he explains, as students listen to each other and delve into assumptions that have been blindly followed.
social justice in the classroom, education — higher education — United States, environmental protection — environmental racism, knowledge, theory of, perspectives, privilege
Citation: Social Justice Vol. 29, No. 4 (2002): 168-181