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.

中文翻译：

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在教师教育中挑战技术官僚逻辑：从土著和亚里士多德传统中寻求指导

在本文中，我认为技术官僚形式的教育是错误的教育，并且与社会不平等和殖民主义问题错综复杂地联系在一起。通过概述认识论的局限性，以及借鉴非殖民主义的学术成果，我指出教育中的技术官僚逻辑有意忽略了教育配置中的人、地方和超越人类的人。为了回应这些担忧，我参与了土著和亚里士多德的学术研究，这些学术研究采用了体现伦理、地方和关系前沿的知识创造实践。最后，我分享了通过土著和亚里士多德的思想和实践传统教授而构思出来的协作教师教育实践。