Full Description
This book counters the cultural homogenization of global policy. It examines the integrity of teacher education in particular places, serving particular communities, at particular historical moments.
In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K-12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization.
It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives.
Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers' intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers' own and their students—as crucial themes of teacher education globally.
Published in English.
Contents
Introduction
Anne M.
Phelan, William F. Pinar, Nicholas Ng-A-Fook, and Ruth Kane
1.
Reconciliation in Teacher Education: Hope or Hype?
Jan Hare
2.
Reconceptualizing Teacher Education in Ontario: Civic Particularity, Ethical
Engagement, and Reconciliation
Kiera Brant-Birioukov,
Nicholas Ng-A-Fook, and Ruth Kane
3.
Accounting for the Self: Teacher Education in a Post-Truth and Reconciliation Context
Avril
Aitken
4. Using
Methods of Juxtaposition to Jolt Teacher Understanding: Exploring Ethical Forms
of Pedagogical Practice
Teresa
Strong-Wilson
5. "Tenants of Time and Place": Teacher Education as Translational Practice
Anne M. Phelan
6. From
Africa to Teacher Education in Ontario
Phyllis Dalley
7.
Unknowing the Child: Towards Ethical Relations with the Precarious Other
Melanie D.
Janzen
8. Teaching
as a Learned Profession: The Evolution of Inquiry in a Teacher Education
Program
Anthony
Clarke
9. A
Renewed Understanding of Learning to Teach: Aristotle, Confucius, and My
Mother's Stories
Ying Ma
10.
Knowing, Thinking, Living: Teacher Education in the Most Enlightened Age
Theodore
Christou
11. George
Grant's Critique of Education: Civic Particularity, Academic Erudition, Ethical
Engagement
William. F. Pinar
