Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context
In this essay the author, once again (see Price, 2017, for the first such effort), employs itinerant curriculum theory (ICT) as a curricular lens to examine teacher education. Bringing forth a scholarly process to deconstruct the knowledge production of education in general, the focus here is on edu...
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Universidade Estácio de Sá
2018-06-01
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Series: | Revista Educação e Cultura Contemporânea |
Online Access: | http://periodicos.estacio.br/index.php/reeduc/article/view/5284 |
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doaj-84a162c37baa4d46b2108984050767d42020-11-25T02:43:17ZporUniversidade Estácio de SáRevista Educação e Cultura Contemporânea1807-21942238-12792018-06-01153910.5935/reeduc.v15i39.52841858Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning contextTodd Alan Price0National Louis UniversityIn this essay the author, once again (see Price, 2017, for the first such effort), employs itinerant curriculum theory (ICT) as a curricular lens to examine teacher education. Bringing forth a scholarly process to deconstruct the knowledge production of education in general, the focus here is on educational foundation knowledge. By reviewing the politics of education in this particular moment, I attempt to make meaning of the state of knowledge in the abstract, and claim that epistemicide of educational foundations knowledge in teacher education has occurred. I also note that there is a desire to reconceptualize this course of events.http://periodicos.estacio.br/index.php/reeduc/article/view/5284 |
collection |
DOAJ |
language |
Portuguese |
format |
Article |
sources |
DOAJ |
author |
Todd Alan Price |
spellingShingle |
Todd Alan Price Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context Revista Educação e Cultura Contemporânea |
author_facet |
Todd Alan Price |
author_sort |
Todd Alan Price |
title |
Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context |
title_short |
Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context |
title_full |
Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context |
title_fullStr |
Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context |
title_full_unstemmed |
Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context |
title_sort |
itinerant curriculum theory meets teacher education: educational foundations, knowledge production, and the teaching and learning context |
publisher |
Universidade Estácio de Sá |
series |
Revista Educação e Cultura Contemporânea |
issn |
1807-2194 2238-1279 |
publishDate |
2018-06-01 |
description |
In this essay the author, once again (see Price, 2017, for the first such effort), employs itinerant curriculum theory (ICT) as a curricular lens to examine teacher education. Bringing forth a scholarly process to deconstruct the knowledge production of education in general, the focus here is on educational foundation knowledge. By reviewing the politics of education in this particular moment, I attempt to make meaning of the state of knowledge in the abstract, and claim that epistemicide of educational foundations knowledge in teacher education has occurred. I also note that there is a desire to reconceptualize this course of events. |
url |
http://periodicos.estacio.br/index.php/reeduc/article/view/5284 |
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