Franklin

a| 2014046912

a| 9781607097440 q| hardcover

a| 1607097443 q| hardcover

a| 9781607097457 q| paperback

a| 1607097451 q| paperback

z| 9781607097464 q| electronic book

a| (OCoLC)ocn898052209

a| (OCoLC)898052209

a| (PU)6396747-penndb-Voyager

a| DLC b| eng e| rda c| DLC d| YDX d| YDXCP d| BTCTA d| BDX d| OCLCF

a| pcc

a| n-us---

a| PAUU

a| LB1715 b| .B34 2015

a| 371.102 2| 23

a| EDU037000 a| EDU000000 a| EDU034000 a| EDU040000 2| bisacsh

a| Baltodano, Marta, e| author. 0| http://id.loc.gov/authorities/names/n2002094326

a| Appropriating the discourse of social justice in teacher education / c| Marta P. Baltodano.

a| Lanham ; a| Boulder ; a| New York ; a| London : b| Rowman & Littlefield, c| [2015]

a| xiv, 107 pages ; c| 24 cm

a| text b| txt 2| rdacontent

a| unmediated b| n 2| rdamedia

a| volume b| nc 2| rdacarrier

a| "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"-- c| Provided by publisher.

a| Includes bibliographical references.

a| Machine generated contents note: 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' 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.

a| Teachers x| Training of x| Social aspects z| United States.

a| Social justice x| Study and teaching z| United States. 0| http://id.loc.gov/authorities/subjects/sh2010113574

a| Social justice x| Study and teaching. 2| fast 0| http://id.worldcat.org/fast/1122616

a| Teachers x| Training of x| Social aspects. 2| fast 0| http://id.worldcat.org/fast/1144426

a| Teachers x| Training of. 2| fast 0| http://id.worldcat.org/fast/1144404

a| United States. 2| fast 0| http://id.worldcat.org/fast/1204155

a| MARCIVE 2022

a| 179404 b| 2015-04-29 c| 26 c| 24.70 f| edu g| 1 i| PromptCat YAP

a| 92 b| PAU