Beschreibung
Seeking to fill an important gap in the literature, this book series takes on the theme of democracy in a multi-/inter-disciplinary, comprehensive, and critical way. It presents a broad range of materials specifically tailored to teacher-education and scholars within the education field. The overlapping and interdisciplinary nature of the study of democracy bleeds naturally into the areas of media studies, sociology, political science, peace studies, multiculturalism, feminist studies, and cultural studies, etc., all of which have a natural and inextricable relationship to and within education.
Autorenportrait
P. L. Thomas (Ed.D. in curriculum and instruction, University of South Carolina) is Associate Professor of Education at Furman University in Greenville, South Carolina. He is a column editor for
(National Council of Teachers of English), series editor for the Critical Literacy Teaching Series, and author of numerous books and journal articles. His most recent volume is
.
Inhalt
Contents: P. L. Thomas: Introduction – Thomas Robertine: Continuous Becoming: Fieldwork as a Mutually Transformative Experience – Ana L. Cruz: Becoming a Teacher: Fostering a Democratically Conscious Citizenry Through Critical Pedagogy – Katherine Crawford-Garrett: Teach for America, Urban Reform, and the New Taylorism in Public Education – Lisa William-White: Becoming a Teacher in an Era of Curricular Standardization and Reductionist Learning Outcomes: A Poetic Interpretation – Anthony Cody: Learning to Teach: Values in Action – Brad J. Porfilio/Lauren Hoffman: The Corporate Takeover of Teacher Education: Exposing and Challenging NCTQ’s Neoliberal Agenda – John L. Hoben: Right-Thinking People: Becoming a Teacher Educator in the Age of Austerity – John M. Elmore: Neoliberalism and Teacher Preparation: Systematic Barriers to Critical Democratic Education – Julie A. Gorlewski/David A. Gorlewski: Too Late for Public Education? Becoming a Teacher in a Neoliberal Era – Lawrence Baines: Ignorance Is Strength: Teaching in the Shadow of Big Brother – Ann G. Winfield/Alan S. Canestrari: Beware Reformers Bearing Gifts: How the Right Uses the Language of Social Justice to Reinforce Inequity – Gordon D. Bambrick: Spotlight on Failure: The Mythology of Corporate Education Reform – Amy Seely Flint/Eliza Allen/Tara Campbell/Amy Fraser/Danielle Hilaski/Linda James/Sanjuana Rodriguez/Natasha Thornton: More Than Graphs and Scripted Programs: Teachers Navigating the Educational Policy Terrain – Dana M. Stachowiak: Not Bound by Stupid Binaries: Dismantling Gender in Public Schools Through a New Consciousness and Claiming of Agency – Galen Leonhardy: So This Is America: A Narrative of Becoming and Being a Teacher – Regletto Aldrich D. Imbong: Neoliberalism and the Filipino Teacher: Shaking the System for a Genuine Democracy – Katie Stover/Crystal Glover: Mandated Scripted Curriculum: A Benefit or Barrier to Democratic Teaching and Learning? – A. Scott Henderson: Schools as Battlegrounds: The Authoritarian Jurisprudence of Clarence Thomas – Melissa Winchell/Patricia Chouinard: Troubling Traditional Notions of «Prepared»: Two Urban Teachers Ignite the Boundaries of Progressive and Critical Theories – Dawn Mitchell: Why Accountability Measures Fail: Practitioner Perspectives on the Role of Teacher Efficacy – Michael Svec: Empowerment Through Classroom Cultural Inquiries – P. L. Thomas: Conclusion. «[N]ot the Time…to Follow the Line of Least Resistance».
