Keywords
Teacher Education, Epistemicide, Testimonio, Pedagogy
Abstract
Epistemicide involves more than just the accidental displacement of different knowledges. By its very nature, epistemicide involves the intentional silencing, devaluing, and violent destruction of knowledge systems (Mignolo, 2007). While much has been written about radically altering education by including other knowledge in schools, what this entails within the context of teacher education methods courses, particularly during the pandemic, has received less attention. This paper examines and discusses what creating another teacher education might involve by probing some of the spaces and openings for epistemic disobedience exposed and made visible during the pandemic. My conceptualization of another teacher education simultaneously theorizes what might be possible in terms of epistemic pluralism while also confronting the erasure and displacement of different knowledge systems in teacher education courses.
DOI
10.15760/nwjte.2022.17.3.30
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/38832
Recommended Citation
Vasquez, Ramon
(2022)
"Pandemic as Portal: Disrupting the Violence of Epistemicide in Teacher Education,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
3
, Article 30.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.30