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Appropriating the Discourse of Social Justice in Teacher Education
122
by Marta P. Baltodano
Marta P. Baltodano
![Appropriating the Discourse of Social Justice in Teacher Education](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.8.5)
Appropriating the Discourse of Social Justice in Teacher Education
122
by Marta P. Baltodano
Marta P. Baltodano
Paperback(New Edition)
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Overview
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.
Product Details
ISBN-13: | 9781607097457 |
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Publisher: | Rowman & Littlefield Publishers, Inc. |
Publication date: | 03/05/2015 |
Edition description: | New Edition |
Pages: | 122 |
Product dimensions: | 6.00(w) x 8.90(h) x 0.50(d) |
About the Author
Marta P. Baltodano is a professor in the Department of Specialized Programs in Urban Education at Loyola Marymount University. Her research focuses on the corporatization of schools of education, teachers’ beliefs on social justice, and interracial conflicts in Los Angeles. Her teaching includes issues of critical educational theory, political economy, globalization, social justice, and qualitative research.
Table of Contents
CONTENTSForeword by Shirley R. SteinbergIntroduction by Marta P. BaltodanoChapter 1. Conducting Ethnography in Teacher EducationAn Emic Viewpoint and my Insider RoleCritical EthnographyBook Organization and FormatChapter 2. Critical Educational TheoryThe New Sociology of EducationCritical PedagogyTheory of Hegemony and Social Reproduction: Hegemony, Ideology and the EconomyTheory of Resistance and Social TransformationTransformative PracticesConscientizaçaoChapter 3. The Ideological Predicament of Teacher EducationThe Ideological State ApparatusUnmasking the Conservative Nature of Teacher EducationTeachers as Transformative IntellectualsOther Attempts to Transform Teacher Education Chapter 4. The Teacher Education Program at Laurel Canyon UniversitySection I. The Town, the UniversitySection II. Kristine and the Old-White Boys ClubSection III. Samantha, the Assistant ProfessorSection IV. Teresa, the Diversity FacultySection V. Vincent, the Teacher Education FacultyChapter V. The Journey to Transform Teacher Education: Samantha’s ReturnSection I. Initiating the TransformationSection II. Patrick, the Math FacultySection III. The Philosophy of the Teacher Education ProgramSection IV. The Curriculum and the Method Courses at Laurel Canyon Teacher PreparationSection V. Teaching PracticesSection VI. Teachers as Reflective ResearchersChapter VI. What Went Wrong? The Accountability Movement Arrived at the College of EducationSection I. The Two Assistant Directors: The Politics of RaceSection II. The Realignment of the Conservative Forces to Take Control of Teacher EducationSection III. Preparing Administrators and Teachers to Work in an Era of AccountabilitySection IV. Breaking Down Samantha’s Support System. The Dismantling of Cabrillo Elementary SchoolSection V. The Disintegration of the Teacher Education ProgramSection VI. The Repacking of Teacher Preparation into a New Neoliberal FormatChapter VII. Analyzing the Efforts to Transform the Teacher Education CultureWhat Could Samantha Have Done Differently?Lessons from Teresa’s DepartureThe Successes and Contradictions of the Changes at LCU’s Teacher Preparation ProgramReflections 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 JusticeImmediate Radical Tactics, Short Term Radical Approaches, and Long Term StrategiesRecommendations for FacultyRecommendations to Reexamine the Culture of Teacher Preparation Banking Education and the Production of Docile CitizensCurriculum and the Integration of Subjugated KnowledgesSchools as Mirrors of the Larger SocietyReferencesFrom the B&N Reads Blog
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