Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context

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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Main Author: Todd Alan Price
Format: Article
Language:Portuguese
Published: Universidade Estácio de Sá 2018-06-01
Series:Revista Educação e Cultura Contemporânea
Online Access:http://periodicos.estacio.br/index.php/reeduc/article/view/5284
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spelling 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
work_keys_str_mv AT toddalanprice itinerantcurriculumtheorymeetsteachereducationeducationalfoundationsknowledgeproductionandtheteachingandlearningcontext
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