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

Authors

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

ORCID IDs

Ann Mogush Mason http://orcid.org/0000-0002-2332-8901

Document Type

Article

Date of this Version

2018

Citation

Published in Teaching Education 29:4 (2018), pp 305–317.

doi 10.1080/10476210.2018.1510484

Comments

Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group. Used by permission.

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.