Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings

ISBN-13: 9789400791336 / Angielski / Miękka / 2014 / 251 str.

Susan L. Groenke;J. Amos Hatch

Opis

Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K-12 teachers fired or shuffled around, especially if their students' test scores are low. This, paired with the resistance many of the future teachers who come through our programs--predominantly White, middle-class, and happy with the current state of affairs--show toward critical pedagogy, makes it seem a whole lot easier, less risky, even smart not to "do" critical pedagogy at all. Why bother? We believe this book shows we have lots of reasons to "bother" with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind. This book shows teacher educators taking risks, seeking out what political theorist James Scott has called the "small openings" for resistance in the contexts that mark teacher education in the early twenty-first century.

Spis treści

Foreword; Susan L. Groenke and J. Amos Hatch. Part I: Contexts for Critical Pedagogies in Teacher Education. 1. Social Reconstructionism and the Roots of Critical Pedagogy: Implications for Teacher Education in the Neoliberal Era; Susan L. Groenke. 2. Contextualizing the Madness: A Critical Analysis of the Assault on Teacher Education and Schools; Joe Kincheloe. 3. Standards Talk: Considering Discourse in Teacher Education Standards; Nikola Hobbel. 4. Policy Failures: No Child Left Behind and English Language Learners; Kate Menken. 5. Issues in Critical Teacher Education: Insights from the Field; J. Amos Hatch and Susan L. Groenke. Part II: Enacting Critical Pedagogies in Teacher Education. 6. A Critical Pedagogy of Race in Teacher Education: Response and Responsibility; Jill Ewing Flynn, Timothy J. Lensmire, and Cynthia Lewis. 7. Anti-Oppressive Pedagogy in Early Childhood Teacher Education: A Conversation; Beth Blue Swadener, Cristian R. Aquino-Sterling, Mark Nagasawa, and Maggie Bartlett. 8. Integrating Macro- and Micro-Level Issues in ESOL/Bilingual Teacher Education; Maria Dantas-Whitney, Karie Mize, and Eileen Dugan Waldschmidt. 9. Standards, Critical Literature and Portfolio Assessment: An Integrated Approach to Critical Pedagogical Development; Glenda Moss. 10. Leaders-Cloaked-As-Teachers: Towards Pedagogies of Liberation in Social Foundations Courses; Venus Evans-Winters. 11. Regulation, Resistance and Sacred Places in Teacher Education; David A. Greenwood and Sean W. Agriss. 12. Small Openings in Cyberspace: Preparing Pre-Service Teachers to Facilitate Critical Race Talk; Susan L. Groenke and Joellen Maples. 13. Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities; Lydiah Nganga and John Kambutu. 14. Adjusting to Rose-Colored Glasses: Finding Creative Ways to Be Critical in Kentucky; Lane W. Clarke. 15. Becoming Critical in an Urban Elementary Teacher Education Program; J. Amos Hatch and Wendy B. Meller. Afterword; Susan L. Groenke and J. Amos Hatch.

Blurb

The chapters in this edited collection make it clear that critical teacher educators are aware of neoliberalism and its profound impact on public schools and university-based teacher preparation programs. They know the deleterious effects of macro-level, neoliberal forces on the local and particular teaching contexts where they are trying to do critical pedagogical work. The authors describe the havoc NCLB has wreaked, especially on minority and ELL students; the pressures university-based teacher preparation programs feel to align themselves with neoliberal agendas; and the frustration of knowing that critical work is not always valued, supported, or understood in academe.

Yet all of the authors in this book persist, finding or creating "small openings" in their contexts that foster the critical reflection, intellectual engagement, and examination of alternative paradigms that help beginning teachers pursue deeper understandings about schooling in a democratic society. They describe these openings here.