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

Authors

James C. Jupp, The University of Texas Rio Grande ValleyFollow
Theodorea Regina Berry
Amanda Morales
Ann Mogush Mason

Document Type

Article

Publication Date

2019

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.

Comments

Original published version available at https://doi.org/10.1080/10476210.2018.1510484

Recommended Citation

Jupp, J. C., Berry, T. R., Morales, A., & Mason, A. M. (2018). What is to be done with curriculum and educational foundations’ critical knowledges? Toward critical and decolonizing education sciences. Teaching Education, 29(4), 305–317. https://doi.org/10.1080/10476210.2018.1510484

Publication Title

Teaching Education

DOI

10.1080/10476210.2018.1510484