Expanding Knowledge Systems in Teacher Education

One of the driving forces for this special issue on Expanding Knowledge Systems in Teacher Education has been the recognition that many existing teacher education programs operate from an unmarked norm of privilege that has a "semblance of naturalness that in itself defends it from scrutiny" (Hurtado & Stewart, 1997, p. 300).This naturalness, which evades scrutiny, continues to be used as a way to avoid recognition and inclusion of "hot" knowledge generated by women, peoples racialized as non-white, and other groups historically marginalized.Our argument is that it is necessary to set the context for a reality that teaching is a cultural exercise, embedded in at least one particular knowledge system and one particular set of values.We believe that the experiences of students in our programs should be predicated on an inquiry process that explores the idea that the Western (Canadian) knowledge system represents only one way of knowing and being.Preservice students as teachers will encounter many other knowledge systems and ways of being among their students, peers, and future teaching colleagues.During their undergraduate years, students should be taught to recognize, articulate, and integrate a basic Jennifer Kelly is an associate professor in theoretical cultural and international education.Her most recent research focuses on a socio-historical analysis of the relationship between racialization, immigration, and citizenship.She has several years of experience as a classroom teacher and preservice educator.Lynette Shultz is an assistant professor and Co-Director of the Global Education Network in the

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