While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline's indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education.

The completely revised introduction presents a refined and further developed theoretical framework and analysis that Britzman provided in the original edition, discussing why we might return to a study of teaching and learning. Also included in this updated edition, is an insightful "hidden chapter" that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession.

At a time when American urban public education is under broad attack, and in which America is perceived as a nation at risk that is losing the race to the top, educators and politicians from across the spectrum are promoting increased emphasis on standardized testing, business models of school reform, zero tolerance, no excuses, promoting cultural assimilation, and building a standardized curriculum. Ginsberg argues that in the effort to reduce the achievement gap and mitigate the pejorative label of "at-risk," we are in danger of eliminating risk from education entirely. This is especially the case in urban schools with large numbers of poor and minority students. Ginsberg explores alternative approaches to student achievement at four dynamic Philadelphia public schools. This book provides a grounded, close look at alternative and innovative pedagogies which embrace risk through an emphasis on critical inquiry, cultural diversity, global awareness, project-based learning, collaboration, community partnerships, and student activism. The result? Schools which can nurture a new generation of students who are not only smart and literate but can think help preserve American Democracy while furthering the quest for peace, unity, equity, and social justice.

At a time when American urban public education is under broad attack, and in which America is perceived as a nation at risk that is losing the race to the Top, educators and politicians from across the spectrum are promoting increased emphasis on standardized testing, business models of school reform, zero tolerance, no excuses, promoting cultural assimilation, and building a standardized curriculum. Ginsberg argues that in the effort to reduce the achievement gap and mitigate the pejorative label of "at-risk," we are in danger of eliminating risk from education entirely. This is especially the case in urban schools with large numbers of poor and minority students. Ginsberg explores alternative approaches to student achievement at four dynamic Philadelphia public schools. This book provides a grounded, close look at alternative and innovative pedagogies which embrace risk through an emphasis on critical inquiry, cultural diversity, global awareness, project-based learning, collaboration, community partnerships, and student activism. The result? Schools which can nurture a new generation of students who are not only smart and literate, but can help preserve American Democracy while furthering the quest for peace, unity, equity, and social justice.

Volatile Knowing refers to the potential for positive change that can result when parents and teachers talk with each other about the politics and policies of externally defined accountability mandates in education. This text tells the story of twelve teachers and parents who breached the unofficial but deeply inscribed home/school divide to discuss the current accountability-for-uniformity movement that has overtaken the nation's educational agenda at federal, state, and local levels. This kind of volatile knowing offers hope for progressively-minded citizens: that together, parents and teachers can ignite a new, child-centered movement for accountability and creativity in America's public schools. Volatile Knowing is based on a qualitative case study of a particular group of parents and teachers who studied and discussed information about the accountability movement that is typically censored in mainstream media coverage. The themes that emerged in this study are presented through the lens of Foucault's analysis of the workings of modern power. By making the exercise of hierarchical power visible to readers, it is hoped that Volatile Knowing will prompt an expanding conversation and ongoing study of the ways in which the people's definitional authority in their schools and society can be both lost and found.

Volatile Knowing refers to the potential for positive change that can result when parents and teachers talk with each other about the politics and policies of externally defined accountability mandates in education. This text tells the story of twelve teachers and parents who breached the unofficial but deeply inscribed home/school divide to discuss the current accountability-for-uniformity movement that has overtaken the nation's educational agenda at federal, state, and local levels. This kind of volatile knowing offers hope for progressively-minded citizens: that together, parents and teachers can ignite a new, child-centered movement for accountability and creativity in America's public schools. Volatile Knowing is based on a qualitative case study of a particular group of parents and teachers who studied and discussed information about the accountability movement that is typically censored in mainstream media coverage. The themes that emerged in this study are presented through the lens of Foucault's analysis of the workings of modern power. By making the exercise of hierarchical power visible to readers, it is hoped that Volatile Knowing will prompt an expanding conversation and ongoing study of the ways in which the people's definitional authority in their schools and society can be both lost and found.

A diverse group of contributors, from the fields of education, psychology, philosophy and cultural studies, explore the social phenomenon of labeling. The authors question the nature of labeling, its contexts and processes, looking in particular at its prescriptive and confining effects. The assumption that labels are neutral and applied neutrally is rejected as the political nature of labeling is revealed.
Topics discussed by the contributors include:
*the politics of labeling
*whiteness as a label for western cultural politics
*labeling in institutions
*popular culture and labeling
*school communities and classrooms and the politics of labeling
*labeling and race
*sexual labelings
*the impact of categorization on our children
*labeling in the special education system
*immigrants and limited English proficiency groups. Contributors include: Michael Apple, Peter McLaren, Cameron McCarthy and Maxine Greene.

A diverse group of contributors, from the fields of education, psychology, philosophy and cultural studies, explore the social phenomenon of labeling. The authors question the nature of labeling, its contexts and processes, looking in particular at its prescriptive and confining effects. The assumption that labels are neutral and applied neutrally is rejected as the political nature of labeling is revealed.
Topics discussed by the contributors include:
*the politics of labeling
*whiteness as a label for western cultural politics
*labeling in institutions
*popular culture and labeling
*school communities and classrooms and the politics of labeling
*labeling and race
*sexual labelings
*the impact of categorization on our children
*labeling in the special education system
*immigrants and limited English proficiency groups. Contributors include: Michael Apple, Peter McLaren, Cameron McCarthy and Maxine Greene.

This book focuses on the ways emotions are conceived and enacted within educational settings.
Boler combines a theoretical approach with examples taken from her teaching in order to provide both an insightful and practical guide for teachers and other interested scholars in the field. Boler draws on feminist theory, pedagogical theory, philosophy, psychoanalysis and cultural studies to explore the complexities of emotion and power.

This book focuses on the ways emotions are conceived and enacted within educational settings.
Boler combines a theoretical approach with examples taken from her teaching in order to provide both an insightful and practical guide for teachers and other interested scholars in the field. Boler draws on feminist theory, pedagogical theory, philosophy, psychoanalysis and cultural studies to explore the complexities of emotion and power.

Special 2018 Edition From the new Introduction by Janet L. Miller, Teachers College, Columbia University: "Maxine Greene never claimed to be a visionary thinker. But forty years later, her trepidations detailed throughout 1978's Landscapes of Learning now appear unnervingly prescient. Witness and treasure Landscapes as evidence of her matchless abilities to inspire myriad educators and students worldwide." "I would suggest that there must always be a place in teacher education for 'foundations' people, whose fundamental concern is with opening new perspectives on the many faces of the human world." -Maxine Greene The essays in this volume demonstrate clearly that Maxine Greene is herself an example of the kind of "foundations" specialist she hopes to see: someone who can stimulate, inform, and bring new insights to teachers, students, curriculum planners, administrators, policy-makers-indeed all those concerned with education in its broadest sense. These essays, a number of them based on lectures presented to various professional organizations, reveals her dedication to learning and teaching, as it reveals her belief in the potential of each individual person. A philosopher whose orientation is largely existential and phenomenological, she seeks to demystify aspects of today's technological society, to question taken-for-granted notions of social justice and equality, and to elucidate conflicts between youth and age, the poor and the middle class, people of color and Whites, male and female. As a humanist, she calls for self-reflectiveness, wide-awakeness, and personal transformation within the context of each person's own lived world-each one's particular landscape of work, experience, and aspiration. Recognizing the multiple realities that compose experience, the many landscapes against which sense-making proceeds, the essays are grouped in four sections: intellectual and moral components of emancipatory education; social issues and their implications for approaches to pedagogy; artistic-aesthetic considerations in the making of curriculum; and the cultural significance of women's predicaments today. All are richly illuminated by examples; all are written with grace and passion; all will help readers achieve greater self-understanding and critical consciousness.

Are teachers ever given the credit and respect they deserve? Is there a place where they can go to be treated as intelligent professionals rather than as underpaid tools of school administrations or the government? For some teachers the answer to these questions is, finally, yes The focus of A Place for Teacher Renewal is the North Carolina Center for the Advancement of Teaching, a state-funded university-based program, located in the Western North Carolina mountains, and designed to renew and retain teachers of all kinds. As an exemplary teacher renewal and staff development program, NCCAT strengthens teachers' commitment to their practice by offering outstanding teachers the opportunity for intensive personal investigation into topics inside or outside of their specialties. This hands-on study-extensive, concrete, and engaging-is just what many teachers need. After the tediousness and hectic pace of classroom life, they need a chance to use their intellect just for themselves. Teachers given a chance to express their full adult selves, a chance to be renewed by intellectual challenge, a chance to be valued as competent professionals, are more likely to stay in the profession. Chapters provide the reader with an historical perspective on the Center, arguments for the rationale of the Center, an overview of the programs offered, the roles of administration and evaluation in the creation and continued success of the Center, and NCCAT's future role in teacher renewal. Many chapters are written by NCCAT staff members, all of whom are also experienced educators. A foreword by Maxine Greene and a chapter by Gary Griffin, as respected educators not affiliated with NCCAT, offer objective and very supportive comments on an idea, and a program, that is long overdue. Staff developers and anyone interested in teacher retention and renewal will find this case study of the finest teacher renewal program in the nation to be an invaluable resource. Anthony G. Rud Jr. is a senior fellow at NCCAT. Walter P. Oldendorf is associate dean of the college and chair of programs in education at Western Montana College of the University of Montana. He served as interim associate director for programming at NCCAT from 1987 to 1990.

A mix of hands-on, historical and inspirational writings from the Democracy and Education journal, this text covers topics such as education through social action, writing and community building, and adult literacy. A teacher file surveys teaching tools from curricula to Web sites.

This book reveals one of the most vital, yet under-researched, areas of youth ministry: how Christian adults can accompany young people in their spiritual quest or journey. For young people, discovering who they are is an exciting and essential quest. Accompanying them in this exploration offers a unique opportunity to enable them to grow in awareness and use their gifts in a creative way for themselves and for the community. Based on the Biblical model of Christ meeting with his disciples on the road to Emmaus, the authors show how we can be alongside young people and help them to develop their own confidence and maturity in their faith. They consider: What is accompanying? What is achieved by successful accompanying programmes? How does peer accompanying work? How leaders can develop accompanying programmes? The authors have developed their understanding of accompanying through real-life stories, and offer practical examples and models of good practice.