Read more
Informationen zum Autor Marta P. Baltodano is a professor in the Department of Specialized Programs in Urban Education at Loyola Marymount University. Her research focuses on the corporatization of schools of education, teachers' beliefs on social justice, and interracial conflicts in Los Angeles. Her teaching includes issues of critical educational theory, political economy, globalization, social justice, and qualitative research. Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis CONTENTSForeword by Shirley R. SteinbergIntroduction by Marta P. Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic Viewpoint and my Insider RoleCritical EthnographyBook Organization and FormatChapter 2. Critical Educational TheoryThe New Sociology of EducationCritical PedagogyTheory of Hegemony and Social Reproduction: Hegemony, Ideology and the EconomyTheory of Resistance and Social TransformationTransformative PracticesConscientizaçaoChapter 3. The Ideological Predicament of Teacher EducationThe Ideological State ApparatusUnmasking the Conservative Nature of Teacher EducationTeachers as Transformative IntellectualsOther Attempts to Transform Teacher Education Chapter 4. The Teacher Education Program at Laurel Canyon UniversitySection I. The Town, the UniversitySection II. Kristine and the Old-White Boys ClubSection III. Samantha, the Assistant ProfessorSection IV. Teresa, the Diversity FacultySection V. Vincent, the Teacher Education FacultyChapter V. The Journey to Transform Teacher Education: Samantha's ReturnSection I. Initiating the TransformationSection II. Patrick, the Math FacultySection III. The Philosophy of the Teacher Education ProgramSection IV. The Curriculum and the Method Courses at Laurel Canyon Teacher Preparation Section V. Teaching Practices Section VI. Teachers as Reflective ResearchersChapter VI. What Went Wrong? The Accountability Movement Arrived at the College of Education Section I. The Two Assistant Directors: The Politics of RaceSection II. The Realignment of the Conservative Forces to Take Control of Teacher EducationSection III. Preparing Administrators and Teachers to Work in an Era of AccountabilitySection IV. Breaking Down Samantha's Support System. The Dismantling of Cabrillo Elementary SchoolSection V. The Disintegration of the Teacher Education ProgramSection VI. The Repacking of Teacher Preparation into a New Neoliberal FormatChapter VII. Analyzing the Efforts to Transform the Teacher Education CultureWhat Could Samantha Have Done Differently?Lessons from Teresa's DepartureThe Successes and Contradictions of the Changes at LCU's Teacher Preparation ProgramReflections 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 JusticeImmediate Radical Tactics, Short Term Radical Approaches, and Long Term StrategiesRecommendations for FacultyRecommendations to Reexamine the Culture of Teacher Preparation Banking Education and the Production of Docile CitizensCurriculum and the Integration of Subjugated KnowledgesSchools as Mirrors of the Larger SocietyReferences...
