Critical Voices in Teacher Education [electronic resource] : Teaching for Social Justice in Conservative Times / edited by Barry Down, John Smyth.
Erişim Adresi
ISBN
9789400739741
Dil Kodu
İngilizce
Yer Numarası
DK/14680
Basım Bildirimi
1st ed. 2012.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2012.
Fiziksel Niteleme
XII, 308 p. online resource.
Dizi
Explorations of Educational Purpose, 1875-4457 ; 22
İçindekiler Notu
Acknowledgements -- Foreword, Shirley Steinberg -- Introduction, From Critique to New Scripts and Possibilities in Teacher Education, Barry Down, John Smyth -- Section A Towards a Critical Politics of Teacher Education -- Problematising Teachers’ Work in Dangerous Times, John Smyth -- 2 Rediscovering Discourses of Social Justice: Making Hope Practical, Peter McInerney -- Preparing Teachers as Informed Professionals: Working with a Critical Ethnographic Disposition and a Socially Democratic Imaginary, Lawrence Angus -- Reconceptualising Teacher Standards: Authentic, Critical and Creative, Barry Down -- Teachers as Classed Cultural Workers Speaking Back through Critical Reflection, John Smyth -- Section B Teaching class, race, gender and student activism -- Unsettling Class: Standpoint Pedagogies, Knowledge and Privilege, Jane Pearce -- Critical Engagement with Whiteness: Beyond Lecturing on the Evils of Racism, Nado Aveling -- “Undoing” Gender and Disrupting Hegemonic Masculinity: Embracing a Transgender Social Imaginary, Wayne Martino.- Strategic Confrontation – Within and Against Conservative Refusals, Lisa J. Cary -- Studying Culture Jamming to Inspire Student Activism, Marilyn Frankenstein -- Section C Contesting the curriculum -- Big Expectations for Little Kids in Early Childhood Education, Libby Lee-Hammond -- Whispering to the Hippopotamus about the ‘Literacy Boomerang’: Literacy Wars and Rumours of Wars, Cal Durrant -- Critical Engagement with Literacy: Using Qualitative Research in the Teacher Education Classroom, Wendy Cumming-Potvin -- Performing 'Hope': Authentic Story, Change and Transformation in Teacher Education, Peter Wright -- A Socially Critical HPE (aka physical education) and the Challenge for Teacher Education, Richard Tinning -- Reinvigorating Social Studies: A Desire for Powerful Learning, Robbie Johnston -- Sustainability: Ambiguity and Aspiration in Teacher Education, Sandra Wooltorton -- Afterword, Ken Tobin.
Özet, vb.
We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.
Konu
Teachers __ Training of.
Educational sociology.
Teaching and Teacher Education.
Sociology of Education.
Educational sociology.
Teaching and Teacher Education.
Sociology of Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
LEADER 05435nam a22005055i 4500
001 813438
003 TR_AnAIT
005 20260130225421
007 cr nn 008mamaa
008 120427s2012 ne | s |||| 0|eng d
020 |a9789400739741|9978-94-007-3974-1
024 7 |a10.1007/978-94-007-3974-1|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/14680
245 10|aCritical Voices in Teacher Education|h[electronic resource] :|bTeaching for Social Justice in Conservative Times /|cedited by Barry Down, John Smyth.
250 |a1st ed. 2012.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2012.
300 |aXII, 308 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aExplorations of Educational Purpose,|x1875-4457 ;|v22
505 0 |aAcknowledgements -- Foreword, Shirley Steinberg -- Introduction, From Critique to New Scripts and Possibilities in Teacher Education, Barry Down, John Smyth -- Section A Towards a Critical Politics of Teacher Education -- Problematising Teachers’ Work in Dangerous Times, John Smyth -- 2 Rediscovering Discourses of Social Justice: Making Hope Practical, Peter McInerney -- Preparing Teachers as Informed Professionals: Working with a Critical Ethnographic Disposition and a Socially Democratic Imaginary, Lawrence Angus -- Reconceptualising Teacher Standards: Authentic, Critical and Creative, Barry Down -- Teachers as Classed Cultural Workers Speaking Back through Critical Reflection, John Smyth -- Section B Teaching class, race, gender and student activism -- Unsettling Class: Standpoint Pedagogies, Knowledge and Privilege, Jane Pearce -- Critical Engagement with Whiteness: Beyond Lecturing on the Evils of Racism, Nado Aveling -- “Undoing” Gender and Disrupting Hegemonic Masculinity: Embracing a Transgender Social Imaginary, Wayne Martino.- Strategic Confrontation – Within and Against Conservative Refusals, Lisa J. Cary -- Studying Culture Jamming to Inspire Student Activism, Marilyn Frankenstein -- Section C Contesting the curriculum -- Big Expectations for Little Kids in Early Childhood Education, Libby Lee-Hammond -- Whispering to the Hippopotamus about the ‘Literacy Boomerang’: Literacy Wars and Rumours of Wars, Cal Durrant -- Critical Engagement with Literacy: Using Qualitative Research in the Teacher Education Classroom, Wendy Cumming-Potvin -- Performing 'Hope': Authentic Story, Change and Transformation in Teacher Education, Peter Wright -- A Socially Critical HPE (aka physical education) and the Challenge for Teacher Education, Richard Tinning -- Reinvigorating Social Studies: A Desire for Powerful Learning, Robbie Johnston -- Sustainability: Ambiguity and Aspiration in Teacher Education, Sandra Wooltorton -- Afterword, Ken Tobin.
520 |aWe live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.
650 0|aTeachers|xTraining of.
650 0|aEducational sociology.
650 14|aTeaching and Teacher Education.
650 24|aSociology of Education.
700 1 |aDown, Barry.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSmyth, John.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400739734
776 08|iPrinted edition:|z9789400739758
776 08|iPrinted edition:|z9789400797482
830 0|aExplorations of Educational Purpose,|x1875-4457 ;|v22
856 40|uhttps://doi.org/10.1007/978-94-007-3974-1
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 813438
003 TR_AnAIT
005 20260130225421
007 cr nn 008mamaa
008 120427s2012 ne | s |||| 0|eng d
020 |a9789400739741|9978-94-007-3974-1
024 7 |a10.1007/978-94-007-3974-1|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/14680
245 10|aCritical Voices in Teacher Education|h[electronic resource] :|bTeaching for Social Justice in Conservative Times /|cedited by Barry Down, John Smyth.
250 |a1st ed. 2012.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2012.
300 |aXII, 308 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aExplorations of Educational Purpose,|x1875-4457 ;|v22
505 0 |aAcknowledgements -- Foreword, Shirley Steinberg -- Introduction, From Critique to New Scripts and Possibilities in Teacher Education, Barry Down, John Smyth -- Section A Towards a Critical Politics of Teacher Education -- Problematising Teachers’ Work in Dangerous Times, John Smyth -- 2 Rediscovering Discourses of Social Justice: Making Hope Practical, Peter McInerney -- Preparing Teachers as Informed Professionals: Working with a Critical Ethnographic Disposition and a Socially Democratic Imaginary, Lawrence Angus -- Reconceptualising Teacher Standards: Authentic, Critical and Creative, Barry Down -- Teachers as Classed Cultural Workers Speaking Back through Critical Reflection, John Smyth -- Section B Teaching class, race, gender and student activism -- Unsettling Class: Standpoint Pedagogies, Knowledge and Privilege, Jane Pearce -- Critical Engagement with Whiteness: Beyond Lecturing on the Evils of Racism, Nado Aveling -- “Undoing” Gender and Disrupting Hegemonic Masculinity: Embracing a Transgender Social Imaginary, Wayne Martino.- Strategic Confrontation – Within and Against Conservative Refusals, Lisa J. Cary -- Studying Culture Jamming to Inspire Student Activism, Marilyn Frankenstein -- Section C Contesting the curriculum -- Big Expectations for Little Kids in Early Childhood Education, Libby Lee-Hammond -- Whispering to the Hippopotamus about the ‘Literacy Boomerang’: Literacy Wars and Rumours of Wars, Cal Durrant -- Critical Engagement with Literacy: Using Qualitative Research in the Teacher Education Classroom, Wendy Cumming-Potvin -- Performing 'Hope': Authentic Story, Change and Transformation in Teacher Education, Peter Wright -- A Socially Critical HPE (aka physical education) and the Challenge for Teacher Education, Richard Tinning -- Reinvigorating Social Studies: A Desire for Powerful Learning, Robbie Johnston -- Sustainability: Ambiguity and Aspiration in Teacher Education, Sandra Wooltorton -- Afterword, Ken Tobin.
520 |aWe live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.
650 0|aTeachers|xTraining of.
650 0|aEducational sociology.
650 14|aTeaching and Teacher Education.
650 24|aSociology of Education.
700 1 |aDown, Barry.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSmyth, John.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400739734
776 08|iPrinted edition:|z9789400739758
776 08|iPrinted edition:|z9789400797482
830 0|aExplorations of Educational Purpose,|x1875-4457 ;|v22
856 40|uhttps://doi.org/10.1007/978-94-007-3974-1
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
Materyaller
Depodan talep edilen materyal sadece kütüphane içerisinde kullanılmaktadır.
Materyal dışarıya ödünç verilmemektedir.
Materyal dışarıya ödünç verilmemektedir.
