Document Type
Focus Area Three
Abstract
Debates on the curriculum of teacher education, both overt and covert, must situate questions of knowledge and practice within the broader social and historical landscape. Questions concerning power and benefit must be considered in relationship to social and bureaucratic institutional control. For example: Who in the end holds the power over the content and process of teacher education? How is this position maintained? What forms of resistance are found inside and outside of teacher education? Who benefits from the current state of affairs? To consider these and other questions concerning the nature of teaching and teacher education, the social, political, epistemological and historical horizons must be contextualized and recontextualized as a symbolic cultural text to be read and acted upon.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
91
Last Page
95
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1992 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Muffoletto, Robert N.
(1992)
"Focus Area Three: Curriculum Issues,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 23.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/23
