Who Decides Who Becomes a Teacher?: Schools of Education as Sites of Resistance

by EveTuck (Editor), JulieGorlewski (Editor)

New
Hardcover
2018
$143.12

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.

Synopsis

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.

$143.12

Quantity

5 in stock

More Information

Format: Hardcover
Pages: 216
Edition: 1
Publisher: Routledge
Published: 22 Dec 2018
ISBN 10: 1138284343
ISBN 13: 9781138284340

Author Bio

Julie Gorlewski is Associate Professor and chair of the Department of Learning and Instruction at the University at Buffalo, The State University of New York, USA. A former English teacher and editor of English Journal, she has published ten books and numerous articles and book chapters. Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto, Canada.