Description

Abstract

There is much to consider in the richness of the student responses I reflect upon in this paper to explore issues of teaching, learning and diversity.As I see it, these student insights suggest that the practice of epistemological analysis may well lower the unfairly high intellectual price of admission to the world of academe. It helps to bring marginal knowledges to light as alternatives that enrich our understanding, our sense of possibility and our capacity for problem-solving. Equally important for the academic survival and success of diverse students, an exposure toepistemological thinking can significantly reduce the traditional pressure to renounce marginalized cultural histories in order to take one’s place as an educated person.

Recommended Citation

Kingston-Mann, Esther. 2004. “Teaching, Learning, Diversity: Just Don’t Call It Epistemology.” Pp. 33-40 in Liberating Social Theory: Inspirations from Paulo Freire for Learning, Teaching, and Advancing Social Theory in Applied Settings: Proceedings of the First Annual Social Theory Forum, April 7, 2004, UMass Boston (Discourse of Sociological Practice, Vol. 6, Issues 2, Fall 2004). Issue Guest Editor: Mohammad H. Tamdgidi. Sociology Department, UMass Boston.

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