NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179051
Record Type: Journal
Publication Date: 2018-May
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0034-5237
Challenging Technocratic Logics in Teacher Education: Seeking Guidance from Indigenous and Aristotelian Traditions
Kerr, Jeannie
Research in Education, v100 n1 p83-96 May 2018
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A