Disrupting Vice Epistemologies and Problematic Socializations: Critical Dialogical Practice in Teacher Education

• In Event: Epistemic Disruptions and Justice-Oriented Dialogues in Teacher Education

Abstract

To engage in critical practice, student teachers must first examine their socialized ways of knowing – their social epistemological foundations. This theoretical article addresses several aspects of thinking through how this may look in teacher education. Student teachers may not be able to recognize and interpret the conflicting epistemological signals they receive, resulting in system justifications and a lack of critical engagement. This article reflects the dialogical work in an educational foundations course for the purpose of disrupting problematic socialized ways of knowing, regressive ideologies, system justifying beliefs, and vice epistemologies so student teachers can engage thoughtfully in diverse ideas and inclusive pedagogy.

Author

• Jamie Craig Atkinson, Missouri State University