The Reconstruction of Knowledge and Educational Studies

Abstract

The current social and political climate presents the possibility of substantial reform in educational theory and practice. At the same time, continuing developments in epistemology and social theory are bringing into question some of our most basic and cherished assumptions about knowledge, certainty, and the legitimacy of social contexts within debates over claims to knowledge. These latter critiques offer the potential of wide-ranging transformations in education. This article explores these epistemological inquiries and their relevance for curriculum and teacher education, pointing out how it may be possible to take advantage of the current clamor for educational reform to revitalize both of these aspects of educational studies.