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ERIC Number: EJ828174
Record Type: Journal
Publication Date: 2007-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-0159-6306
Accounting for Teacher Knowledge: Reterritorializations as Epistemic Suicide
Webb, P. Taylor
Discourse: Studies in the Cultural Politics of Education, v28 n2 p279-295 Jun 2007
Educators are experiencing a knowledge crisis and, as a result, they are committing epistemological suicide. The crisis is born out of two different conceptions of teacher knowledge, each containing a limitation that generates fissures within the respective knowledge paradigm. Educators commit epistemic suicide when surveillance technologies, masked as performance-based accountability systems, demand evidence of their knowing. Unable to account for their knowledge, educators fabricate pedagogical and curricular apparitions to be seen as compliant. I discuss how pedagogical fabrications constitute a teacher's subjectivity through the processes of exterritorializing, deterritorializing, and reterritorializing their knowledge. In the end, I argue that any conception of teacher knowledge ought to include overt conceptualizations of power within professionalization attempts. I sketch a politics of meaning as a way to reclaim teacher knowledge. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A