Ideologies in Education: Unmasking the Trap of Teacher Neutrality

ISBN-13: 9780820497044 / Angielski / Miękka / 2007 / 292 str.

Lilia I. Bartolome

Opis

Ideologies in Education: Unmasking the Trap of Teacher Neutrality powerfully exposes the invisible yet pervasive nature of oppressive dominant ideologies, the urgent need to articulate their existence, and the harmful impact they have on education. The solutions to many of the educational challenges facing subordinated students are not purely technical or methodological in nature, but are instead rooted in commonly unacknowledged discriminatory ideologies and practices. The invisible foundation (hegemonic ideologies that inform our perceptions and treatment of subordinated students) needs to be made explicit and studied critically in order to comprehend the challenges presented in minority education and possible solutions more accurately. This book confronts the continuing existence and vigorous resurgence of not-easily-named discriminatory perspectives toward students from subordinated cultural groups, as well as their numerous manifestations in schools, and identifies the measures necessary to neutralize unequal material conditions and biased beliefs. Contributors courageously address these issues and ideologies at both the practical and theoretical levels. Ideologies in Education is indispensable for courses that examine multiculturalism, the sociocultural dimensions of education, minority educational issues, and cultural studies."

Recenzje

«'Ideologies in Education' is a courageous endeavor to consciously and deliberately rupture the invisibility of destructive pedagogical beliefs - beliefs upheld by the most well-meaning teachers. More importantly, this volume represents a missing link in our historical efforts to not only explicitly name the oppressive structures of injustice, but render all teachers more conscious of the indomitable responsibility they hold in the creation of a more just society.» (Professor Antonia Darder, University of Illinois at Urbana-Champaign)

Spis treści

Contents: Lilia I. Bartolomé: Introduction: Beyond the Fog of Ideology - Ricardo E. Gonsalves: Hysterical Blindness and the Ideology of Denial: Preservice Teachers' Resistance to Multicultural Education - María V. Balderrama: Shooting the Messenger: The Consequences of Practicing an Ideology of Social Justice - Felicity A. Crawford: Underprepared «Veteran» Special Education Teachers' Reliance on Racist and Classist Ideologies - Guadalupe López Bonilla: Teachers' D/discourses and Socially Situated Identities: Literacy Practices in a Mexican High School - Panayota Gounari: Unlearning the Official History: Agency and Pedagogies of Possibility - Karen Cadiero-Kaplan: Critically Examining Beliefs, Orientations, Ideologies, and Practices Toward Literacy Instruction: A Process of Praxis - Stephanie Cox Suárez: Sharing the Wealth: Guiding All Students Into the Professional Discourse - Paula S. Martin: «I'm White, Now What?» Setting a Context for Change in Teachers' Pedagogy - Nelda L. Barrón: Reflections from Beneath the Veil: Mainstream Preservice Teachers (Dis)Covering Their Cultural Identities - Paula Elliott: Mapping the Terrain(s) of Ideology in New Urban Teachers' Professional Development Experiences - Cristina Alfaro: Developing Ideological Clarity: One Teacher's Journey - Tamara Beauboeuf-Lafontant: Politicized Mothering: Authentic Caring Among African American Women Teachers - Joe L. Kincheloe: Afterword: The Importance of Ideology in Contemporary Education.

O autorze

The Editor: Lilia I. Bartolomé is Associate Professor in the Applied Linguistics Graduate Program at the University of Massachusetts, Boston. Bartolomé holds a Ph.D. in language, literacy, and culture from Stanford University. Her research interests include the preparation of effective teachers of second language learners in multicultural contexts. In particular, Bartolomé examines teachers' ideological orientations around their work with linguistic minority students as well as their actual classroom practices with this student population. Her recent publications include editing a special issue of Radical Teacher on the English-only movement and contributing a co-written article, «Naming and Interrogating Our English-only Legacy.» She has also written «Critical Pedagogy and Teacher Education: Radicalizing Prospective Teachers», published in the Journal of Teacher Education, and is the author of the following books: The Misteaching of Academic Discourses (1998), Immigrant Voices: In Search of Pedagogical Equity (2000, co-editor and author with Henry Trueba), and Dancing with Bigotry: The Poisoning of Culture (2000, co-author with Donaldo Macedo).