We live in dangerous times when educational policies and
practices are debated largely in terms of how they fit with the
needs of the free market. This volume is a collection of writing by
teacher-educators that draws on their unique biographies,
experiences and perspectives to denounce these misguided norms. It
explores what it means-practically and intellectually-to teach for
social justice in conservative times. In a globalised world where
the power of capital holds sway, the purposes of social
institutions such as universities and schools is being refashioned
in ways that are markedly instrumental and technicist in nature.
The consequence is that teachers' work is increasingly constrained
by regimes of control such as standardised testing, accountability,
transparency, and national curricula. In the meantime, large
numbers of students and teachers are disengaging physically,
emotionally and intellectually from learning.
The contributors to this edited volume present both a powerful
critique of these developments and a counter-hegemonic vision of
teacher education founded on the principles and values of social
justice, democracy and critical inquiry. Teacher education, they
argue, involves a commitment to critical intellectual work that
subjects some deeply entrenched assumptions, beliefs, habits,
routines and practices to closer scrutiny. The contributing authors
expose how ideology and power operate in seemingly blameless,
rational ways to perpetuate social hierarchies based on class,
gender, sexuality, race and culture.
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