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This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education.
Framed by a brief history of teacher education research and policy in North America over the last six decades, the text argues that the instrumentalization of curriculum and pedagogy has robbed teachers of their pedagogical soul, passion, and purpose. Using a conceptual model, Grimmett forges a pathway for teachers to adopt a soulful way forward in professional practice, individually and collectively enhancing autonomy over programs, and protecting the public trust placed in them as educators.
This text will benefit researchers, academics, and educators with an interest in teachers and teacher education, educational policy and politics, and curriculum thinking and enactment more broadly. Those specifically interested in pedagogy, educational change and reform, and the philosophy of education will also benefit from this book.
Table des matières
List of Figures Foreword from William F. PinarPrologue
Introduction
1: Re-enchantment: Restoring Mystery and Wonder
2: The Current Conditions of Teacher Education: Neo-Liberalism as a Prevailing
3: The Current State of Teacher Education in the Anglophone World: Hyper-Rationalization and the Question of Re-Enchantment
4: Myths—Lies that Mislead or Stories that Reflect a Fragment of Light?
5: Extirpating Harmful Historical Myths
6: Current Counter-veiling Neo-liberalist Myths
7: Missing Myths of Pedagogy: Re-Mystifying Teacher Education
8: Finding the Source of Pedagogical Inventiveness Within
9: A Soulful Response to External Pressure
10: The Ultimate Soulful Response: Living a Fulfilled Life with Abandon
Conclusion
A propos de l'auteur
Peter P. Grimmett is professor emeritus in the Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, Canada. He is also professor emeritus in the Faculty of Education, Simon Fraser University.
Résumé
This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education.
