Itinerant Curriculum Theory meets Teacher Education: Educational foundations, knowledge production, and the teaching and learning context

In this essay the author, once again (see Price, 2017, for the first such effort), employs itinerant curriculum theory (ICT) as a curricular lens to examine teacher education. Bringing forth a scholarly process to deconstruct the knowledge production of education in general, the focus here is on educational foundation knowledge. By reviewing the politics of education in this particular moment, I attempt to make meaning of the state of knowledge in the abstract, and claim that epistemicide of educational foundations knowledge in teacher education has occurred. I also note that there is a desire to reconceptualize this course of events.