Teaching for diversity Part 3: Knowledge about Reflexivity

The third and final video in this series about epistemic reflexivity for diversity identifies the processes involved in reflexivity and how they contribute to the epistemic reflexivity framework.

The video explores reflexivity as a concept developed by Margaret Archer. It refers to how we prioritise, weigh up, make decisions and take action within particular contexts. There are always inter-related influences on what and how we decide what to do (including when we are teaching): our own motivations and knowledge and beliefs; the everyday systems and resources at our disposal; and the expectations and norms of the group or institution. We can bring a reflexive approach to consideration of all kinds of questions or contexts. When we combine reflexivity with epistemic cognition and use that to ask questions about how we can best prepare future teachers, we engage in Epistemic Reflexivity for Diversity.

In both national survey and case study analysis of the ARC Research Project, we found a link between epistemic reflexivity and teaching for diversity. To teach for diversity (rather than to and about diversity) teacher educators need to focus on the epistemic aspects of teaching and learning, not just how to teach or what to teach. We don’t want preservice teachers to simply accept knowledge but rather engage in evaluative epistemic aims- to take into account competing theories and personal perspectives to push back against assumptions, biases, stereotypes etc. Teaching for diversity is enabled by deliberate decision making which has epistemic aims at it core. We all have a role to play: regardless of the subject matter that we’re teaching.

The Teacher Educators for Diversity (T4D) website emerges from research funded by the Australian Research Council (ARC). See 'Additional URL' below.