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.
Table of Contents
Contents
List of Tables
Acknowledgements
List of Contributors
PART I: Resisting the Power of Policy: The Scoring Consortium
- Schools of education as sites of resistance
[Julie Gorlewski and Eve Tuck]
2. EdTPA, settler colonialism and antiblackness
[Eve Tuck and Julie Gorlewski]
3. The alternative scoring consortium
[Julie Gorlewski and Eve Tuck]
4. An Uneasy Relationship: The History of Teacher Education in the University
[David Labaree]
5. Who decides who becomes a teacher?
[Julie Gorlewski and Eve Tuck]
PART II: Rights and Responsibilities: Challenges of Resistance
6. Who Has the Right to Decide?
[David A. Gorlewski]
7. Collaboration in Isolation: Policy Paradox in edTPA
[Kiersten Greene with Julie Gorlewski]
8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy
[Nini Visaya Hayes & K. Wayne Yang]
9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy
[Limarys Caraballo and David Gerwin]
10. Missing the Mark: Indigenous Teacher Candidates and edTPA
[Hollie Anderson Kulago]
11. If not us, then who?
[Julie Gorlewski and Eve Tuck]
Appendix
