Challenging Technocratic Logics in Teacher Education: Seeking Guidance from Indigenous and Aristotelian Traditions

Autor/in	Kerr, Jeannie
Titel	Challenging Technocratic Logics in Teacher Education: Seeking Guidance from Indigenous and Aristotelian Traditions
Quelle	In: Research in Education, 100 (2018) 1, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523718762169
Schlagwörter	Teacher Education; Educational Philosophy; Educational Practices; Indigenous Knowledge; Ethics; Cooperative Learning; Social Differences; Foreign Policy; Epistemology; Educational Research; Autobiographies; Place Based Education; Assignments; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Ethik; Kooperatives Lernen; Sozialer Unterschied; Außenpolitik; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Autobiography; Autobiografie; Autobiographie; Assignment; Auftrag; Zuweisung; Ausland; Kanada
Abstract	In this article, I argue that technocratic forms of education are miseducational and intricately tied to matters of social inequity and colonialism. Through outlining the epistemic limitations, as well as drawing on decolonial scholarship, I point out that technocratic logics in education intentionally ignore the people, places, and more-than-human beings in educational configurations. In response to these concerns, I engage with Indigenous and Aristotelian scholarship that takes up embodied knowledge making practices that forefront ethics, place, and relations. I conclude by sharing collaborative teacher education practices conceived through being taught by Indigenous and Aristotelian traditions of thought and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01