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Teacher Education and Knowledge in “the Knowledge Society”: The Need for Social Moorings in Our Multicultural Schools by Kim Wieczorek & Carl A. Grant - 2000The idea of knowledge within the field of teacher education is constituted by certain
arguments. Our concern is that the discussions of knowledge within teacher educa-tion
do not include issues of race, class, gender, or power relations. Within this
article, we examine pervasive ideas about knowledge, briefly addressing perceptions
in popular media, and then move on to discuss the professional literature and
especially the idea of a knowledge base for teacher candidates. We look at the idea of
a knowledge base for the gaps and ideas that are missing, especially in the area of
questioning the effects of social, cultural, and historical movements as well as power
relationships. Questioning such discussions about knowledge for teacher educators
requires a tool for making connections between such academic discussions and social
movements and we present social mooring as such a tool.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Kim Wieczorek
University of Wisconsin–Madison
E-mail Author
Kim Wieczorek
is a doctoral candidate studying teacher education in
the Department of Curriculum and Instruction at the University of Wisconsin–
Madison. She has a chapter with Carl Grant: “A Review of Best Practices
and Multicultural Literature for School Leaders,” 2000. She and Carl with
Maureen Gillette also have an article in the journal Race, Gender, and Class:
“Text Materials and the Intersections of Race, Class, Gender, and Power,”
2000. She is currently researching how teacher educators reason and talk
about what teacher candidates need.
- Carl Grant
University of Wisconsin–Madison
CARL A. GRANT is a Hoefs-Bascom Professor of Teacher Education in the
Department of Curriculum and Instruction at the University of Wisconsin–
Madison. He has written or edited twenty books and monographs on multicultural
education and teacher education. These include Research and
Multicultural Education, 1993; Multicultural Research: A Reflective Engagement
with Race, Class, Gender and Sexual Orientation, 1998; Making Choices for Multicultural
Education 3rd edition with Christine E. Sleeter, 1998; After the
School Bell Rings 2nd edition with Christine E. Sleeter, 1995; Educating for
Diversity, 1993. He has also written more than 100 articles, chapters in
books, and reviews. Several pieces of his writing and programs he has
directed have received awards. Professor Grant was a Fulbright Scholar in
England in 1982–1983 researching and studying multicultural education.
In 1993, Professor Grant became President of the National Association for Multicultural Education and in 1996 he became Editor of the
Review of Education Research (RER). In 1997, he received the University of
Wisconsin’s School of Education Distinguished Achievement Award.
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