What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

James C. Jupp, Theodorea Regina Berry, Amanda Morales, Ann Mogush Mason

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)305-317
Number of pages13
JournalTeaching Education
Volume29
Issue number4
DOIs
StatePublished - Oct 2 2018

Keywords

  • Critical pedagogy
  • curriculum studies
  • decolonizing curriculum
  • educational foundations
  • race-based epistemologies
  • teacher education

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