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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 Grant — 2000

The 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.


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Cite This Article as: Teachers College Record Volume 102 Number 5, 2000, p. 913-935
http://www.tcrecord.org ID Number: 10621, Date Accessed: 5/26/2017 8:30:07 PM

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About the Author
  • 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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