Special issue of TEJ: what is to be done with curriculum and educational foundations' critical knowledges? New qualitative research on conscientizing preservice and in-service teachers. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Jupp, James C.; Mason, Ann Mogush; Berry, Theodorea Regina; Morales, Amanda
• Is Part Of: Teaching education. Volume 29:Issue 4(2018)
• Page Start: 301
• Page End: 304
• Publication Date: 2018-10-02
• Subjects: Critical pedagogy -- race-based epistemologies -- teacher education -- professional development -- curriculum studies -- educational foundations; Teachers -- Training of -- Periodicals; 370.11
• DOI: 10.1080/10476210.2018.1508435
• Languages: English
• ISSNs: 1047-6210

Abstract

ABSTRACT: In this essay, we provide a brief introductory statement to the special issue of 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 . In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and in-service teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical labor in teacher education and (b) reorient curriculum and educational foundations' critical knowledges toward institutional praxis. We conclude our introductory statement by characterizing the contents of the special issue for teacher educators and teacher education researchers.