Full Description
Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning.
Contents
List of Tables Acknowledgements List of Contributors PART I: Resisting the Power of Policy: The Scoring Consortium 1. Schools of education as sites of resistance 2. EdTPA, settler colonialism and antiblackness 3. The alternative scoring consortium 4. An Uneasy Relationship: The History of Teacher Education in the University 5. Who decides who becomes a teacher? PART II: Rights and Responsibilities: Challenges of Resistance 6. Who Has the Right to Decide? 7. Collaboration in Isolation: Policy Paradox in edTPA 8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy 9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy 10. Missing the Mark: Indigenous Teacher Candidates and edTPA 11. If not us, then who? Appendix
