What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Jupp, James C.; Berry, Theodorea Regina; Morales, Amanda; Mason, Ann Mogush
• Is Part Of: Teaching education. Volume 29:Issue 4(2018)
• Page Start: 305
• Page End: 317
• Publication Date: 2018-10-02
• Subjects: Critical pedagogy -- race-based epistemologies -- teacher education -- decolonizing curriculum -- curriculum studies -- educational foundations; Teachers -- Training of -- Periodicals; 370.11
• DOI: 10.1080/10476210.2018.1510484
• Languages: English
• ISSNs: 1047-6210

Abstract

ABSTRACT: As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences . In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.