Introduction to Confronting Teacher Preparation Epistemicide: Art, Poetry, and Teacher Resistance

Authors

Richard D. Sawyer, Washington State UniversityFollow
Daniel Ness, St. John's UniversityFollow

Keywords

curriculum, epistemicide, curricular resistance, book banning, poetry, photography, curricular possibilities, curriculum theory

Abstract

In this special issue, we present different perspectives from a documentary project on curricular epistemicide. We view curriculum epistemicide —the annihilation of curriculum—as an embodied process. It limits ways of knowing, questioning, and envisioning the world, and it constricts multiplicity and erases identity and culture. Authors within this volume responded to two requests: 1) they examined some form of epistemicide; and 2) they did not reinforce current systems of power and inequity. Throughout the issue, poetry and photography weave through theoretical papers and empirical studies. A range of methodologies are considered within the articles.

DOI

10.15760/nwjte.2022.17.3.1

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/38803

Recommended Citation

Sawyer, Richard D. and Ness, Daniel (2022) "Introduction to Confronting Teacher Preparation Epistemicide: Art, Poetry, and Teacher Resistance," Northwest Journal of Teacher Education: Vol. 17 : Iss. 3 , Article 1.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.1