Teaching for Open-Mindedness: A Justice-Oriented Approach

Tadashi Dozono, Rebecca M. Taylor

Research output: Contribution to journalArticlepeer-review


This article explores the pedagogical virtue of open-mindedness in practice and its relationship to epistemic justice through analysis of a fictional, narrative case. The case focuses on a young white woman who attempts to implement a pedagogy of open-mindedness as she teaches a unit on the civil rights movement. After presenting the case scenario, Tadashi Dozono and Rebecca Taylor examine three tensions that arise for teachers as they seek to enact a pedagogy of open-mindedness. First, what form of open-mindedness should guide them? Second, how should they respond to limits in their own knowledge and understanding? And finally, how should teachers exercise authority within a pedagogy of open-mindedness? Their analysis confronts the tension between the teacher's own open-mindedness, on the one hand, and the teacher's subject position, on the other. Through this exploration of open-mindedness, Dozono and Taylor argue that, in practice, teachers must counteract legacies of epistemic injustice as a necessary part of cultivating their own and their students' access to open-mindedness.

Original languageEnglish (US)
Pages (from-to)473-490
Number of pages18
JournalEducational Theory
Issue number4
StatePublished - Aug 1 2019
Externally publishedYes


  • critical pedagogy
  • epistemic justice
  • open-mindedness
  • social studies

ASJC Scopus subject areas

  • Education


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