Appropriating the discourse of social justice in teacher education

著者

    • Baltodano, Marta P.

書誌事項

Appropriating the discourse of social justice in teacher education

Marta P. Baltodano

Rowman & Littlefield, c2015

  • : hardback

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注記

Includes bibliographical references (p. 99-105)

内容説明・目次

内容説明

In recent years there have been strong movements of reforms in teacher education. The most common are intended to adjust teacher preparation to the standardization demands of NCLB, Race to the Top, and CAEP to make teacher education more accountable. These reforms-carried out in the name of excellence, accountability, diversity, and inclusion-constitute subliminal efforts to appropriate the possibilities for real transformation in teacher education. However, in spite of the pervasive rhetoric to identify diversity and social justice with the accountability and standardization movement, there are endeavors to create transformations in teacher preparation that are authentic. These deliberate changes seek to counteract the neoliberal vision of school reform and strive to reclaim the original goals of public education represented in a vision of rigorous content knowledge, democratic schooling, and social justice. Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real "seeds of transformation" within teacher education departments are abundant.

目次

CONTENTS Foreword by Shirley R. Steinberg Introduction by Marta P. Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic Viewpoint and my Insider Role Critical Ethnography Book Organization and Format Chapter 2. Critical Educational Theory The New Sociology of Education Critical Pedagogy Theory of Hegemony and Social Reproduction: Hegemony, Ideology and the Economy Theory of Resistance and Social Transformation Transformative Practices Conscientizacao Chapter 3. The Ideological Predicament of Teacher Education The Ideological State Apparatus Unmasking the Conservative Nature of Teacher Education Teachers as Transformative Intellectuals Other Attempts to Transform Teacher Education Chapter 4. The Teacher Education Program at Laurel Canyon University Section I. The Town, the University Section II. Kristine and the Old-White Boys Club Section III. Samantha, the Assistant Professor Section IV. Teresa, the Diversity Faculty Section V. Vincent, the Teacher Education Faculty Chapter V. The Journey to Transform Teacher Education: Samantha's Return Section I. Initiating the Transformation Section II. Patrick, the Math Faculty Section III. The Philosophy of the Teacher Education Program Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher Preparation Section V. Teaching Practices Section VI. Teachers as Reflective Researchers Chapter VI. What Went Wrong? The Accountability Movement Arrived at the College of Education Section I. The Two Assistant Directors: The Politics of Race Section II. The Realignment of the Conservative Forces to Take Control of Teacher Education Section III. Preparing Administrators and Teachers to Work in an Era of Accountability Section IV. Breaking Down Samantha's Support System. The Dismantling of Cabrillo Elementary School Section V. The Disintegration of the Teacher Education Program Section VI. The Repacking of Teacher Preparation into a New Neoliberal Format Chapter VII. Analyzing the Efforts to Transform the Teacher Education Culture What Could Samantha Have Done Differently? Lessons from Teresa's Departure The Successes and Contradictions of the Changes at LCU's Teacher Preparation Program Reflections on the Appropriation of Multiculturalism and Social Justice in Teacher Education Can the Culture of Teacher Education be Transformed? Chapter VIII. Reflections and Implications of this Study for Teacher Education The Misappropriation of Diversity and Social Justice Immediate Radical Tactics, Short Term Radical Approaches, and Long Term Strategies Recommendations for Faculty Recommendations to Reexamine the Culture of Teacher Preparation Banking Education and the Production of Docile Citizens Curriculum and the Integration of Subjugated Knowledges Schools as Mirrors of the Larger Society References

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