Critical Pedagogy and Teacher Education in the Neoliberal by Susan L. Groenke (auth.), Susan L. Groenke, J. Amos Hatch

By Susan L. Groenke (auth.), Susan L. Groenke, J. Amos Hatch (eds.)

The chapters during this edited assortment make it transparent that serious instructor educators are conscious of neoliberalism and its profound influence on public colleges and university-based instructor coaching courses. They recognize the deleterious results of macro-level, neoliberal forces at the neighborhood and specific educating contexts the place they are attempting to do severe pedagogical paintings. The authors describe the havoc NCLB has wreaked, in particular on minority and ELL scholars; the pressures university-based instructor guidance courses suppose to align themselves with neoliberal agendas; and the disappointment of realizing that severe paintings isn't really regularly valued, supported, or understood in academe.

Yet all the authors during this e-book persist, discovering or developing "small openings" of their contexts that foster the severe mirrored image, highbrow engagement, and exam of different paradigms that aid starting academics pursue deeper understandings approximately education in a democratic society. They describe those openings here.

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Extra resources for Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings

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Gresson, A. (2004). America’s atonement. New York: Peter Lang. Hartman, A. (2002).

The challenge of staffing our schools. Educational Leadership, 58(8), 12–17. Education of teachers in New College: The first four years. (1936). Teachers College Record, 38(1), 3–15. , & Zoref, L. (1995). Reading Mastery. Columbus, OH: SRA/McGraw-Hill. Freire, P. (1970/2000). Pedagogy of the oppressed. New York: Continuum. Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey. Greene, M. (1976). Challenging mystification: Educational foundations in dark times.

Big government” began to become a code phrase for antiwhite male social action in the recovery discourse. Indeed, in this articulation it was time to get it off “our” backs. Thus, privatization became more than a strategy for organizing social institutions. Privatization was the ostensibly deracialized term that could be deployed to signify the recovery of white, patriarchal supremacy, as well as put unprecedented monies in the hands of the already well-to-do. In the same way, the word, “choice”, could be used to connote the right to “opt out” of government-mandated “liberal” policies.

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