Overview

In recent years there have been strong movements of reforms in teacher education. The most common are intended to adjust teacher preparation to the standardization demands of NCLB, Race to the Top, and CAEP to make teacher education more accountable. These reforms—carried out in the name of excellence, accountability, diversity, and inclusion—constitute subliminal efforts to appropriate the possibilities for real transformation in teacher education. However, in spite of the pervasive rhetoric to identify diversity and social justice with the accountability and standardization movement, there are endeavors to create transformations in teacher preparation that are authentic. These deliberate changes seek to counteract the neoliberal vision of school reform and strive to reclaim the original goals of public education represented in a vision of rigorous content knowledge, democratic schooling, and social justice. Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. 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.

Full Product Details

Author:   Marta P. Baltodano
Publisher:   Bloomsbury Publishing Plc
Imprint:   Rowman & Littlefield
Dimensions:   Width: 15.40cm , Height: 0.90cm , Length: 22.60cm
Weight:   0.195kg
ISBN:  

9781607097457

ISBN 10:   1607097451
Pages:   122
Publication Date:   05 March 2015
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

CONTENTS Foreword by Shirley R. Steinberg Introduction by Marta P. Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic Viewpoint and my Insider Role Critical Ethnography Book Organization and Format Chapter 2. Critical Educational Theory The New Sociology of Education Critical Pedagogy Theory of Hegemony and Social Reproduction: Hegemony, Ideology and the Economy Theory of Resistance and Social Transformation Transformative Practices Conscientizaçao Chapter 3. The Ideological Predicament of Teacher Education The Ideological State Apparatus Unmasking the Conservative Nature of Teacher Education Teachers as Transformative Intellectuals Other Attempts to Transform Teacher Education Chapter 4. The Teacher Education Program at Laurel Canyon University Section I. The Town, the University Section II. Kristine and the Old-White Boys Club Section III. Samantha, the Assistant Professor Section IV. Teresa, the Diversity Faculty Section V. Vincent, the Teacher Education Faculty Chapter V. The Journey to Transform Teacher Education: Samantha’s Return Section I. Initiating the Transformation Section II. Patrick, the Math Faculty Section III. The Philosophy of the Teacher Education Program Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher Preparation Section V. Teaching Practices Section VI. Teachers as Reflective Researchers Chapter VI. What Went Wrong? The Accountability Movement Arrived at the College of Education Section I. The Two Assistant Directors: The Politics of Race Section II. The Realignment of the Conservative Forces to Take Control of Teacher Education Section III. Preparing Administrators and Teachers to Work in an Era of Accountability Section IV. Breaking Down Samantha’s Support System. The Dismantling of Cabrillo Elementary School Section V. The Disintegration of the Teacher Education Program Section VI. The Repacking of Teacher Preparation into a New Neoliberal Format Chapter VII. Analyzing the Efforts to Transform the Teacher Education Culture What Could Samantha Have Done Differently? Lessons from Teresa’s Departure The Successes and Contradictions of the Changes at LCU’s Teacher Preparation Program Reflections 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 Justice Immediate Radical Tactics, Short Term Radical Approaches, and Long Term Strategies Recommendations for Faculty Recommendations to Reexamine the Culture of Teacher Preparation Banking Education and the Production of Docile Citizens Curriculum and the Integration of Subjugated Knowledges Schools as Mirrors of the Larger Society References

Reviews

""Marta Baltodano's book, Appropriating the Discourse of Social Justice in Teacher Education, is a brave and provocative exposé and cautionary tale for teacher education programs that seek to embody the principles of critical pedagogy as a path to social justice. Baltodano traces the arc of a program as it moved from a superficial embrace of ""diversity"" to a much more profound integration of critical pedagogy, and finally to the dismantling of the program's transformational orientation, when college administrators repackaged the program according to principles of neoliberalism with a focus on accountability (standardized testing), using the phrase ""social justice"" as a marketing tool. While the moral of this story can be read as disempowering and depressing for those committed to changing the conservative nature of teacher education in the US, Baltodano nonetheless delivers a message of hope through her analysis of what went wrong and how the program could have prevailed as a long-term model of transformational teacher education. Her recommendations speak clearly to all teacher educators and program administrators."" --Rosemary Henze, professor, Linguistics and Language Development, San José State University ""In this outstanding ethnographic study, Marta Baltodano exposes the political brigandism and educational outlawry of the political right in their deceptive hijacking of the discourse of social justice. But Baltodano does much more than this. With singular verve and lucid analysis, she offers teachers and administrators both a bold critique of how education reproduces the inequalities of the larger social order and a tactical strategy for fundamental educational transformation. Her critique is tightly argued, convincing, and gripping. And her vision brims with hope and possibility. I highly recommend this book."" --Peter McLaren, Emeritus Professor, the University of California, Los Angeles

Author Information

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.

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