Literaturnachweis - Detailanzeige
| Autor/in | Baltodano, Marta |
|---|---|
| Titel | Appropriating the discourse of social justice in teacher education. |
| Quelle | Lanham, Maryland: Rowman & Littlefield Publishers (2015), XIV, 107 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781607097440; 9781607097457; 9781607097464 (elektronisch) |
| Schlagwörter | Teachers; Training of; Social aspects; United States; Social justice; Study and teaching; EDUCATION / Research; EDUCATION / General; EDUCATION / Educational Policy & Reform / General; EDUCATION / Philosophy & Social Aspects; Bildungstheorie; Bildungspraxis Lehrer; Lehrerin; Lehrende; Training; Ausbildung; Social behavior; Social behaviour; Soziales Verhalten; USA; Soziale Gerechtigkeit; Study; Studies; Teaching; Studium; Unterricht; Educational research; Bildungsforschung; Pädagogische Forschung; General education; Allgemein bildendes Schulwesen; Allgemeinbildung; Education; Policy; Reform; Bildung; Erziehung; Politik; Philosophy; Social characteristics; Philosophie; Gesellschaftsbild |
| Abstract | CONTENTS -- Foreword by Shirley R. Steinberg -- Introduction by Marta P. Baltodano -- Chapter 1. Conducting Ethnography in Teacher Education -- An Emic Viewpoint and my Insider Role -- Critical Ethnography -- Book Organization and Format -- Chapter 2. Critical Educational Theory -- The New Sociology of Education -- Critical Pedagogy -- Theory of Hegemony and Social Reproduction: Hegemony, Ideology and the Economy -- Theory of Resistance and Social Transformation -- Transformative Practices -- Conscientizaçao -- Chapter 3. The Ideological Predicament of Teacher Education -- The Ideological State Apparatus -- Unmasking the Conservative Nature of Teacher Education -- Teachers as Transformative Intellectuals -- Other Attempts to Transform Teacher Education -- Chapter 4. The Teacher Education Program at Laurel Canyon University -- Section I. The Town, the University -- Section II. Kristine and the Old-White Boys Club -- Section III. Samantha, the Assistant Professor -- Section IV. Teresa, the Diversity Faculty -- Section V. Vincent, the Teacher Education Faculty -- Chapter V. The Journey to Transform Teacher Education: Samantha's Return -- Section I. Initiating the Transformation -- Section II. Patrick, the Math Faculty -- Section III. The Philosophy of the Teacher Education Program -- Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher Preparation -- Section V. Teaching Practices -- Section VI. Teachers as Reflective Researchers -- Chapter VI. What Went Wrong? The Accountability Movement Arrived at the College of Education -- Section I. The Two Assistant Directors: The Politics of Race -- Section II. The Realignment of the Conservative Forces to Take Control of Teacher Education -- Section III. Preparing Administrators and Teachers to Work in an Era of Accountability -- Section IV. Breaking Down Samantha's Support System. The Dismantling of Cabrillo Elementary School -- Section V. The Disintegration of the Teacher Education Program -- Section VI. The Repacking of Teacher Preparation into a New Neoliberal Format -- Chapter VII. Analyzing the Efforts to Transform the Teacher Education Culture -- What Could Samantha Have Done Differently? -- Lessons from Teresa's Departure -- The Successes and Contradictions of the Changes at LCU' Teacher Preparation Program -- Reflections on the Appropriation of Multiculturalism and Social Justice in Teacher Education -- Can the Culture of Teacher Education be Transformed? -- Chapter VIII. Reflections and Implications of this Study for Teacher Education The Misappropriation of Diversity and Social Justice -- Immediate Radical Tactics, Short Term Radical Approaches, and Long Term Strategies -- Recommendations for Faculty -- Recommendations to Reexamine the Culture of Teacher Preparation -- Banking Education and the Production of Docile Citizens -- Curriculum and the Integration of Subjugated Knowledges -- Schools as Mirrors of the Larger Society -- References.. "Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real "seeds of transformation" within teacher education departments are abundant"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2015/4/12 |
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