Appropriating the discourse of social justice in teacher education / Marta P. Baltodano.

Appropriating the discourse of social justice in teacher education / Marta P. Baltodano.

"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 valid...

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Bibliographic Details
Online Access: Full text (Emerson users only)
Main Author: Baltodano, Marta
Format: Electronic eBook
Language:English
Published: Lanham, Maryland : Rowman and Littlefield Publishers, [2015]
Subjects:
Teachers > Training of > Social aspects > United States.
Social justice > Study and teaching > United States.
Local Note:ProQuest Ebook Central
Table of Contents:
  • 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. 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 Really 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
  • References.

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