The New Sciences of Teaching: Theorizing Their Differences and Exclusions

Session Type: Symposium

Abstract

This symposium examines the dangers in efforts to develop the global, data-driven, evidence-based, neuroscientifically literate, and culturally sensitive teacher. Drawing upon varied post-foundational theoretical and methodological approaches, the papers question how the new sciences of teaching promise innovative techniques to professionalize teachers that nonetheless retain premises that pathologize and exclude through their modes of perception and evidence-making. Interrogating constructions of teacher education across subject areas and national settings, they scrutinize how educational research methods and tools of professionalization are implicated in creating the pathological realities they claim to reveal and redress. Retheorizing teacher education is crucial to interrupting how the teacher’s gaze and affect are trained to see hierarchical differences and desire sameness as evidence of inclusion.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies

Chair

• Kathryn Lewkowicz Kirchgasler, University of Wisconsin - Madison

Papers

• Visualizing Literate Dis/ability in the Science of Reading: Untangling Promises of Professionalizing Teacher Knowledge - Sun Young Lee, Wichita State University

• Sensitizing the Science Teacher to Diversity: Racializing Modes of Affective Regulation - Kathryn Lewkowicz Kirchgasler, University of Wisconsin - Madison

• School Music's Precarity Paradox: Inscriptions of Legitimacy and Exclusion Through Evidence-Based Research - Antia Gonzalez Ben, University of Toronto

• "Data" as a New Realm of Teacher Professionalism - Ji-Hye Kim, Korean Educational Development Institute

• Platforming the Global Teacher - Christopher M. Kirchgasler, University of Wisconsin - Madison; Ezequiel Gomez Caride, Universidad de San Andrés

Discussant

• Anthony L. Brown, University of Texas at Austin