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Teacher Conceptualizations of Knowledge Pluralism and Epistemic Authority
Sat, April 23, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, La Jolla ABAbstract
The relationship between education and democracy is longstanding, and at its core is knowledge process. The context of the networked information landscape and on-going cognitive imperialism is underscoring the need to un-settle knowledge practices and increase attention to knowledge pluralism and epistemic justice. This exploratory case study investigated teacher beliefs about and practices of knowledge work and the implications for operationalizing citizenship education in a climate of epistemic crisis. One of the study aims was clarifying to what extent teachers are practicing and teaching for epistemic reflexivity. Research methods included a focus group and interviews with 7 teachers from a single department in one independent school. Reported findings include themes specific to teacher conceptualizations of knowledge pluralism and epistemic authority.