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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