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Supports individuals and institutions wishing to realize residency
programs in their own educational contexts. Shows how innovative
approaches can build on the strengths of conventional programs.
Offers strategies and insights into teacher residency programming
from conception to maintenance of an ongoing program.
Supports individuals and institutions wishing to realize residency
programs in their own educational contexts. Shows how innovative
approaches can build on the strengths of conventional programs.
Offers strategies and insights into teacher residency programming
from conception to maintenance of an ongoing program.
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.
Currently, both the status quo of public education and the "No
Excuses" Reform policies are identical. The reform offers a popular
and compelling narrative based on the meritocracy and rugged
individualism myths that are supposed to define American idealism.
This volume will refute this ideology by proposing Social Context
Reform, a term coined by Paul Thomas which argues for educational
change within a larger plan to reform social inequity-such as
access to health care, food, higher employment, better wages and
job security. Since the accountability era in the early 1980s,
policy, public discourse, media coverage, and scholarly works have
focused primarily on reforming schools themselves. Here, the
evidence that school-only reform does not work is combined with a
bold argument to expand the discourse and policy surrounding
education reform to include how social, school, and classroom
reform must work in unison to achieve goals of democracy, equity,
and opportunity both in and through public education. This volume
will include a wide variety of essays from leading critical
scholars addressing the complex elements of social context reform,
all of which address the need to re-conceptualize accountability
and to seek equity and opportunity in social and education reform.
Currently, both the status quo of public education and the "No
Excuses" Reform policies are identical. The reform offers a popular
and compelling narrative based on the meritocracy and rugged
individualism myths that are supposed to define American idealism.
This volume will refute this ideology by proposing Social Context
Reform, a term coined by Paul Thomas which argues for educational
change within a larger plan to reform social inequity-such as
access to health care, food, higher employment, better wages and
job security. Since the accountability era in the early 1980s,
policy, public discourse, media coverage, and scholarly works have
focused primarily on reforming schools themselves. Here, the
evidence that school-only reform does not work is combined with a
bold argument to expand the discourse and policy surrounding
education reform to include how social, school, and classroom
reform must work in unison to achieve goals of democracy, equity,
and opportunity both in and through public education. This volume
will include a wide variety of essays from leading critical
scholars addressing the complex elements of social context reform,
all of which address the need to re-conceptualize accountability
and to seek equity and opportunity in social and education reform.
English Language Arts offers both undergraduates and
starting-graduate students in education an introduction to the
connections that exist between language arts and a critical
orientation to education. Because language influences all aspects
of education, English teachers have a unique responsibility to
create opportunities for learners to cultivate literacy practices
that will empower them to reach their potential. Applying critical
and theoretical perspectives to teaching English language arts,
this primer considers how meanings are made in intersecting spaces
of learners, teachers, and texts. Julie Gorlewski shows future and
current teachers how critical English language arts education can
be put into practice with concrete strategies and examples in both
formal and informal educational settings. With opportunities for
readers to engage in deeper discussion through suggested
activities, English Language Arts' pedagogical features include:
Model Classroom Scenarios Extension Questions Glossary of Key Terms
English Language Arts offers both undergraduates and
starting-graduate students in education an introduction to the
connections that exist between language arts and a critical
orientation to education. Because language influences all aspects
of education, English teachers have a unique responsibility to
create opportunities for learners to cultivate literacy practices
that will empower them to reach their potential. Applying critical
and theoretical perspectives to teaching English language arts,
this primer considers how meanings are made in intersecting spaces
of learners, teachers, and texts. Julie Gorlewski shows future and
current teachers how critical English language arts education can
be put into practice with concrete strategies and examples in both
formal and informal educational settings. With opportunities for
readers to engage in deeper discussion through suggested
activities, English Language Arts' pedagogical features include:
Model Classroom Scenarios Extension Questions Glossary of Key Terms
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.
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
Public education is suffering attacks that are well funded and
extraordinarily complex and multifaceted. These conditions make it
difficult for educators and citizens to gather the information they
need to mount meaningful resistance, especially since mainstream
media tends to be uncritically supportive of neoliberal reforms.
The Orwellian language of reforms is adopted and promoted through
news outlets, politicians, and film; thus, arguments against these
reforms must bubble up through social media and alternative
outlets. By providing a coherent, comprehensive description of
contemporary neoliberal initiatives and analyzing their effects on
students, teachers, administrators, and teacher education, this
book will allow educators, parents, students, and citizens to
strengthen their resolve to save public education and, potentially,
work to preserve the promise of democracy. This book examines and
uncovers the effects of standardization and privatization on public
education. Contributors consider the how of standardized curriculum
and assessment, coupled with philanthropic and corporate pressure,
have influenced the experiences of students, parents, and teachers.
Divided in sections entitled Testing, Testing; Privatization and
Militarization: Redefining Schools; Alienation: Displacing Students
and Teachers; and Resistance: Opting Out and Hope for Change, this
text offers a combination of information and inspiration for
teachers, teacher educators, policymakers, parents and anyone
interested in understanding the current state of public education.
Public education is suffering attacks that are well funded and
extraordinarily complex and multifaceted. These conditions make it
difficult for educators and citizens to gather the information they
need to mount meaningful resistance, especially since mainstream
media tends to be uncritically supportive of neoliberal reforms.
The Orwellian language of reforms is adopted and promoted through
news outlets, politicians, and film; thus, arguments against these
reforms must bubble up through social media and alternative
outlets. By providing a coherent, comprehensive description of
contemporary neoliberal initiatives and analyzing their effects on
students, teachers, administrators, and teacher education, this
book will allow educators, parents, students, and citizens to
strengthen their resolve to save public education and, potentially,
work to preserve the promise of democracy. This book examines and
uncovers the effects of standardization and privatization on public
education. Contributors consider the how of standardized curriculum
and assessment, coupled with philanthropic and corporate pressure,
have influenced the experiences of students, parents, and teachers.
Divided in sections entitled Testing, Testing; Privatization and
Militarization: Redefining Schools; Alienation: Displacing Students
and Teachers; and Resistance: Opting Out and Hope for Change, this
text offers a combination of information and inspiration for
teachers, teacher educators, policymakers, parents and anyone
interested in understanding the current state of public education.
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