What is it about?
In this article I lay out the problems with standard forms of education that rely on rubrics, checklists and propositional knowledge delivery. I argue that Ancient Western and Indigenous traditions offer more generative ways to think about teaching and learning. In particular, these traditions forefront embodied wisdom and ethical relations. I provide practices in teacher education that engage what I have learned through Indigenous and Ancient Western traditions. The article centres a social justice lens.
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Why is it important?
Educational systems (k-12 and Teacher Education) are under critique for supporting systemic inequalities and engaging in knowledge practices that are disconnected from lived experience. This article articulates the problems, and provides practices in teacher education that address these problems.
Perspectives
This article emerges from my lived experience as a K-12 educator in contexts of high economic poverty and my work as a professor in teacher education.
Jeannie Kerr
University of Winnipeg
Read the Original
This page is a summary of: Challenging technocratic logics in teacher education: Seeking guidance from Indigenous and Aristotelian traditions, Research in Education, April 2018, SAGE Publications,
DOI: 10.1177/0034523718762169.
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