%0 Journal Article
%T Challenging technocratic logics in teacher education: Seeking guidance from Indigenous and Aristotelian traditions
%A Jeannie Kerr
%J Research in Education
%@ 2050-4608
%D 2018
%R 10.1177/0034523718762169
%X In this article, I argue that technocratic forms of education are miseducational and intricately tied to matters of social inequity and colonialism. Through outlining the epistemic limitations, as well as drawing on decolonial scholarship, I point out that technocratic logics in education intentionally ignore the people, places, and more-than-human beings in educational configurations. In response to these concerns, I engage with Indigenous and Aristotelian scholarship that takes up embodied knowledge making practices that forefront ethics, place, and relations. I conclude by sharing collaborative teacher education practices conceived through being taught by Indigenous and Aristotelian traditions of thought and practice
%K Technocratic
%K Indigenous knowledges
%K Aristotle
%K phronesis
%K Haisla
%K decolonial
%K teacher education
%U https://journals.sagepub.com/doi/full/10.1177/0034523718762169