Volume 17, Issue 3 (2022) Confronting Teacher Preparation Epistemicide: Art, Poetry, and Teacher Resistance
Epistemology is the study of knowledge systems. Epistemicide, a term coined by the Portuguese sociologist Boaventura de Sousa Santos, is the annihilation or obliteration of these systems as a result of either the overt nature of colonization or occupation or the covert systematic destruction caused by hegemonic neo-conservative and neo-liberal practices within the culture of dominance. In this special issue of the Northwest Journal of Teacher Education, we have carefully crafted an issue, which includes articles, art, and poetry that in some way confront or indict curriculum epistemicide and teacher preparation epistemicide. In developing this special issue, we made two requests to prospective authors: 1) that their work focus on some aspect of curriculum or teacher preparation epistemicide; and 2) that they refrain from including current hegemonic practices—namely, those connected and reinforced by past and present-day education institutions that devote overwhelming emphasis on testing and standards.
We ask that readers refer to the following organizational structure of this special issue:
Prelude: Special Issue Editors' Introduction; Poems by M. Francyne Huckaby and Laura Zucca-Scott
Resistance and Self Reflection. Part One: Articles by Molly Quinn; Thomas S. Poetter; and Morna McDermott-McNulty
Erasure and Censorship: Articles by Caitlin O’Loughlin, Taylor Schmidt, and Jocelyn Glazier; Zitong Wei; and Don McClure
Critical Political Dimensions: Articles by Greg Lowan-Trudeau; Jessica Masterson; Katrina Liu, Richard C. Miller, and Jorge Inzunza; Jurana Aziz; and Daniel Ness and Richard D. Sawyer
Interlude: Poems by Laura Zucca-Scott; M. Francyne Huckaby; and Morna McDermott-McNulty; and a Photo/essay by Morna McDermott McNulty
Emancipating Curriculum through Art, Poetry, and Film: Articles by Darshana Devarajan, Brittany M. Brewer, Karenanna Boyle Creps, and Reyila Hadeer; Joanna Batt and Michael Joseph; Marco A. G. Cerqueira; Kari Goin Kono and Sonja Taylor; and Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, and Luiz Claudio Barcellos
Unshackling the Curriculum: Articles by Brandon Edwards-Schuth and Marco A. G. Cerqueira; Jordan Gonzalez and Brett E. Blake; and Lulu Sun
Teacher Preparation Possibilities to Countering Epistemicide: Articles by Boni Wozolek; Annemarie Dull and Elizabeth Chase; and Camille Ungco, Rachel S. Snyder, and Manka Varghese
Resistance and Self-Reflection. Redux: Articles by Shirley Steinberg; and Momina A. Khan and Irteqa A. Khan
Postlude: Maika Yeigh: Conversations with Daniel Ness and Richard D. Sawyer; Poems by Marco A. G. Cerqueira and M. Francyne Huckaby
Message from the Editors
Introduction to Confronting Teacher Preparation Epistemicide: Art, Poetry, and Teacher Resistance
Richard D. Sawyer and Daniel Ness
Preludes
Death to Curriculum
M. Francyne Huckaby
Articles
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure"
Thomas S. Poetter
Using Currere and Lens-switching as Critical Inquiry - The Case Study of Voices of Baltimore: Life Under Segregation
Morna McDermott McNulty
'It’s just filth:’ Banned books and the project of queer erasure
Caitlin O'Loughlin, Taylor Schmidt, and Jocelyn Glazier
Reading the Word, Not the World: A Critical Analysis of Close Reading
Jessica E. Masterson
Counteracting Epistemicide: Social and Cultural Capital of Teachers in a Dual Language Program
Katrina Liu, Richard C. Miller, and Jorge Inzunza
Reviving Knowledges through Play and Resistance: The Case of Navajo Conceptions of Space
Daniel Ness and Richard D. Sawyer
The Wrong Side
Laura Zucca-Scott
Are You A Spare Part
Morna McDermott
Scholarship
Morna McDermott McNulty
Why Arts Education, At All?: An A/r/tographic Inquiry
Darshana Devarajan, Brittany M. Brewer, Karenanna Boyle Creps, and Reyila Hadeer
Who Lives, Who Dies, Who Sings Which Story?: Narrative Production and Race in the Curriculum of Film Musicals
Joanna Batt and Michael Joseph
Cordel Corrido: What Are the Implications of Creating a New Narrative Voice for Education?
Marco AG Cerqueira
Leveraging storytelling and digital artifacts to design social justice curriculum in urban communities
Kari Goin Kono and Sonja Taylor
Critical Arts-Based Projects for Equitable Emergent Teacher Education Researcher Preparation
Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, and Luiz Claudio Barcellos
Plantifa: Antifascist Guerrilla Gardening Curriculum
Brandon Edwards-Schuth and Marco AG Cerqueira
Disrupting the Hegemonic Practices Way of Knowing: Moving toward a Posthuman Perspective
Jordan Gonzalez and Brett Elizabeth Blake
“What does learning sound like?”: Reverberations, Curriculum Studies, and Teacher Preparation
Boni Wozolek
Preservice Teachers and Curricular Matters: A Reflection on Field Sites as Transformative Spaces
AnnMarie Dull and Elizabeth Chase
Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education
Camille Ungco, Rachel S. Snyder Bhansari, and Manka Varghese
Do We Look Back to Move Forward? A Discursive Look at "Back to Normal"
Shirley R. Steinberg
We-Relation: Narratives of Emergence, Education and Resistance
Momina A. Khan and Irteqa A. Khan
Postludes
Confronting Curriculum Epistemicide: A Conversation with Editors Dan Ness & Rick Sawyer
Maika Yeigh, Richard D. Sawyer, and Daniel Ness
Sonnet from the Future
Marco AG Cerqueira
Two Poem Chimera
M. Francyne Huckaby
(im)possibilities
M. Francyne Huckaby
- Special Issue Editor
- Richard D. Sawyer, Washington State University, Vancouver
- Special Issue Editor
- Daniel Ness, St. John's University