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- W1520648711 abstract "Many of us in the Philosophy of Education Society are familiar with the vexing problems associated with teaching about questions of diversity and inclusion as part of teacher education programs. In this context, where “practicality” is the chief area of concern for teacher candidates, philosophical analyses of oppression must be perceived to contribute to the pressing concerns of teaching workloads and classroom management as well as justice. Given the seemingly intractable nature of social relations of oppression in this historical era, determining how teacher candidates can address questions of diversity in ways that they will perceive as making a difference can be an uphill battle." @default.
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- W1520648711 date "2004-01-01" @default.
- W1520648711 modified "2023-10-16" @default.
- W1520648711 title "Considering the Standpoints of Differently Situated Others: Teachers and Arrogant Perception" @default.
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- W1520648711 doi "https://doi.org/10.47925/2004.337" @default.
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