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