Resisting the Drive Toward Pedagogical Mastery: Challenging Relations of Domination in the Curriculum of Teacher Education

Session Type: Symposium

Abstract

This symposium considers how teacher educators from an array of disciplines, including English language arts, art, multilingual, and mathematics education, might resist the discourses of mastery often found in the curriculum of teacher education. ​​Each of the four papers in the symposium considers the relationship between the drive to mastery and the teacher education curriculum of their academic discipline. In taking up this inquiry, each paper explores what becomes possible when students, educators, and pedagogies strip away the legacy of mastery in education and instead open curricular possibilities that might orient learners away from the relations of domination inherent in discourses of mastery.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: De/Colonization and Transformative Curriculum Studies

Chair

• Cori McKenzie, SUNY Cortland

Papers

• Discourses of (Un)Mastery: Embracing Delinquency in English Language Arts Teacher Education - Cori McKenzie, SUNY Cortland; Joseph D. Sweet, University of North Carolina - Pembroke

• Exploring Mastery in Multilingual Education Discourse - Sandro Barros, Michigan State University

• Contemporary Art and Mastery in Education - Asilia K. Franklin-Phipps, SUNY - College at New Paltz

• Reimagining Elementary Mathematics Education: Unscripting the Curriculum   - Susan Ophelia Cannon, University of Georgia; Brittney Castanheira, Mercer University; Erica Warren; Hannah M. Edber, Mercer University; Merlong Hightower Taylor, Mercer University

Discussant

• David L. Carlson, Arizona State University