Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education

Autor/inn/en	Philip, Thomas M.; Souto-Manning, Mariana; Anderson, Lauren; Horn, Ilana; J. Carter Andrews, Dorinda; Stillman, Jamy; Varghese, Manka
Titel	Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education
Quelle	In: Journal of Teacher Education, 70 (2019) 3, S.251-264 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118798324
Schlagwörter	Educational Practices; Teacher Education; Risk; Equal Education; Social Justice; Educational Change; Economic Factors; Neoliberalism; Creative Activities; Race; Gender Differences; Social Class; Urban Education; Sexual Orientation; Correlation; Political Influences; Organizations (Groups); Commercialization; Teaching Methods; Consortia; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bildungspraxis; Lehrerausbildung; Lehrerbildung; Risiko; Soziale Gerechtigkeit; Bildungsreform; Ökonomischer Faktor; Neo-liberalism; Neoliberalismus; Rasse; Abstammung; Geschlechterkonflikt; Social classes; Soziale Klasse; Stadtteilbezogenes Lernen; Sexuelle Orientierung; Korrelation; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Vereinigung
Abstract	Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we begin by examining the linkages between the core practices movement and organizations that advocate market-based solutions to education. We then explore how constructs of practice and improvisation and commitments to equity and justice are taken up, and with what implications and consequences, in core practices scholarship and its applications. In conclusion, we consider how work being done around core practices might contribute to a collective struggle for greater equity and justice in schools and in society. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01