{"title":"背景故事、迂回与纠缠的认识论美学:伦理屠杀时代的教学艺术、诗性抗议与课程另类","authors":"M. Quinn","doi":"10.15760/nwjte.2022.17.3.4","DOIUrl":null,"url":null,"abstract":"Abstract Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide\",\"authors\":\"M. Quinn\",\"doi\":\"10.15760/nwjte.2022.17.3.4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.\",\"PeriodicalId\":298118,\"journal\":{\"name\":\"Northwest Journal of Teacher Education\",\"volume\":\"89 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Northwest Journal of Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15760/nwjte.2022.17.3.4\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Northwest Journal of Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15760/nwjte.2022.17.3.4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide
Abstract Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.
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