Who Decides Who Becomes a Teacher? extends the discussions and
critiques of neoliberalism in education by examining the potential
for Schools of Teacher Education to contest policies that are
typical in K-12 schooling. Drawing on a case study of faculty
collaboration, this edited volume reimagines teacher preparation
programs as crucial sites of resistance to, and refusal of, unsound
education practices and legislation. This volume also reveals by
example how education faculty can engage in collaborative scholarly
work to investigate the anticipated and unanticipated effects of
policy initiatives on teaching and learning.
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