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Critical Pedagogy and Teacher Education in the Neoliberal Era

Small Openings

  • Book
  • © 2009

Overview

Editors:
  1. Susan L. Groenke

    1. Dept. Theory & Practice in Teacher, University of Tennessee, Knoxville, Knoxville, U.S.A.

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  2. J. Amos Hatch

    1. Dept. Theory & Practice in Teacher, University of Tennessee, Knoxville, Knoxville, U.S.A.

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • A comprehensive review of empirical work related to critical teacher education is presented
  • The book is by and for those interested in applying critical perspectives in diverse education settings
  • The book takes a strong position against the dominant ideologies that currently control education policy and decision making, calling for resistance whenever and wherever opportunities can be found

Part of the book series: Explorations of Educational Purpose (EXEP, volume 6)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xvii
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  3. Enacting Critical Pedagogies in Teacher Education

    1. Front Matter

      Pages 84-84
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    2. A Critical Pedagogy of Race in Teacher Education: Response and Responsibility

      • Jill Ewing Flynn, Timothy J. Lensmire, Cynthia Lewis
      Pages 85-98

    3. Anti-Oppressive Pedagogy in Early Childhood Teacher Education: A Conversation

      • Beth Blue Swadener, Cristian R. Aquino-Sterling, Mark Nagasawa, Maggie Bartlett
      Pages 99-112

    4. Integrating Macro- and Micro-Level Issues in ESOL/Bilingual Teacher Education

      • Maria Dantas-Whitney, Karie Mize, Eileen Dugan Waldschmidt
      Pages 113-125

    5. Standards, Critical Literature, and Portfolio Assessment: An Integrated Approach to Critical Pedagogical Development

      • Glenda Moss
      Pages 127-139

    6. Leaders-Cloaked-As-Teachers: Toward Pedagogies of Liberation

      • Venus Evans-Winters
      Pages 141-156

    7. Regulation, Resistance, and Sacred Places in Teacher Education

      • David A. Greenwood, Sean W. Agriss, Darcy Miller
      Pages 157-172

    8. Small Openings in Cyberspace: Preparing Preservice Teachers to Facilitate Critical Race Talk

      • Susan L. Groenke, Joellen Maples
      Pages 173-189

    9. Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities

      • Lydiah Nganga, John Kambutu
      Pages 191-204

    10. Adjusting to Rose-Colored Glasses: Finding Creative Ways to Be Critical in Kentucky

      • Lane W. Clarke
      Pages 205-217

    11. Becoming Critical in an Urban Elementary Teacher Education Program

      • J. Amos Hatch, Wendy B. Meller
      Pages 219-231

  4. Back Matter

    Pages 233-251
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Keywords

About this book

Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K–12 teachers fired or shuffled around, especially if their students’ test scores are low. This, paired with the resistance many of the future teachers who come through our programs—predominantly White, middle-class, and happy with the current state of affairs—show toward critical pedagogy, makes it seem a whole lot easier, less risky, even smart not to “do” critical pedagogy at all. Why bother? We believe this book shows we have lots of reasons to “bother” with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind. This book shows teacher educators taking risks, seeking out what political theorist James Scott has called the “small openings” for resistance in the contexts that mark teacher education in the early twenty-first century.

Editors and Affiliations

  • Dept. Theory & Practice in Teacher, University of Tennessee, Knoxville, Knoxville, U.S.A.

    Susan L. Groenke, J. Amos Hatch

Bibliographic Information

  • Book Title: Critical Pedagogy and Teacher Education in the Neoliberal Era

  • Book Subtitle: Small Openings

  • Editors: Susan L. Groenke, J. Amos Hatch

  • Series Title: Explorations of Educational Purpose

  • DOI: https://doi.org/10.1007/978-1-4020-9588-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2009

  • Hardcover ISBN: 978-1-4020-9587-0Published: 29 June 2009

  • Softcover ISBN: 978-94-007-9133-6Published: 21 September 2014

  • eBook ISBN: 978-1-4020-9588-7Published: 30 July 2009

  • Series ISSN: 1875-4449

  • Series E-ISSN: 1875-4457

  • Edition Number: 1

  • Number of Pages: XVIII, 251

  • Topics: Teaching and Teacher Education

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