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

Authors

James C. Jupp, University of Texas Rio Grande ValleyFollow
Ann Mogush Mason, University of Minnesota - Twin CitiesFollow
Theodorea Regina Berry, San José State UniversityFollow
Amanda Morales, University of Nebraska-LincolnFollow

ORCID IDs

Ann Mogush Mason 0000-0002-2332-8901

Document Type

Article

Date of this Version

2018

Citation

Published in Teaching Education 29:4 (2018), pp 301–304.

doi 10.1080/10476210.2018.1508435

Comments

Copyright © 2018 Informa UK Limited/Taylor & Francis Group. Used by permission.

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.