Search results for: Burns James

The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.