Tales of Existing and Resisting as Female Teacher Educators in Neoliberal Times

Autor/inn/en	Mitchem, Melissa C.; Buffalo, Gail R.; Perez, Aura; Rollins, Elizabeth R.
Titel	Tales of Existing and Resisting as Female Teacher Educators in Neoliberal Times
Quelle	In: New Educator, 16 (2020) 1, S.70-85 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2019.1681570
Schlagwörter	Females; Teacher Educators; Neoliberalism; Researchers; Art; Teacher Education Programs; Justice; Work Environment; Work Attitudes; Career Development; Human Body; Acquired Immunodeficiency Syndrome (AIDS); Race; Critical Theory; Doctoral Students; Student Attitudes; Student Characteristics + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Neo-liberalism; Neoliberalismus; Researcher; Forscher; Arts; Kunst; Gerechtigkeit; Arbeitsmilieu; Work attitude; Arbeitshaltung; Berufsentwicklung; Menschlicher Körper; Rasse; Abstammung; Kritische Theorie; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten
Abstract	Neoliberalism permeates U.S. teacher education programs and governmental policy, consequently increasing market pressure in teacher education and stunting the development of justice-oriented teacher educators. In this self-study, we explored how four female early-career teacher educator researchers (FECTERs) navigate this context. Our arts-based study revealed struggles with our principles, bodies, and futures in a neoliberal teacher education environment. We argue that demarginalizing FECTERs' experiences in research and practice supports efforts to center justice and equity in teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01