Search results for: Politics of education
Page 1/4 37 items
The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, this paper concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.
Updated: Jan. 31, 2017
This article focuses on the Conservative–Liberal coalition government’s policy in teacher education in England and its implications for the work of teacher educators. It argues that policies influenced by the neoliberal and neoconservative policies of past governments from the late 1970s have been continued and even accelerated by the current coalition government, with the result of a much more significant and rapid shift to more school-based and school-led initial teacher education and continuing professional development.
Updated: Sep. 28, 2016
The Politics of Collaboration: Discourse, Identities, and Power in a School–University Partnership in Hong Kong
This paper reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate.
Updated: Dec. 07, 2015
This article investigates primary school teachers’ reflections on addressing the topic of same-sex families and relationships in their classrooms. Specifically, the authors examine teachers’ potential use of texts, such as picture storybooks, which introduce representations of same-sex relationships and desire. Attention is drawn to the regulatory surveillance of the parental gaze and the silencing and marginalization of sexual identity issues. The authors are interested to illuminate the ways in which the micro politics of teaching about queer families and relationships are inextricably linked to broader macro processes governing the institutionalizing influences of heteronormativity, heterosexism and homonegativity.
Updated: May. 11, 2015
Micropolitical Staffroom Stories: Beginning Health and Physical Education Teachers’ Experiences of the Staffroom
This paper explores the micropolitical staffroom experiences of two beginning health and physical education teachers. The two narratives draw attention to how the context of the staffroom significantly shaped and reshaped the beginning teachers’ micropolitical learning and practices throughout their first year of teaching. The findings reveal that staffroom occupants shaped situations which beginning teachers encountered. The two beginning teachers became more micropolitically ‘literate’ overtime with a more in depth understanding of the particular context and prevailing micropolitical staffroom stories. The authors recommend that more attention needs to be paid to the staffroom as a micropolitical context in which beginning teachers transition, learn and develop professional and micropolitical identities.
Updated: Jan. 19, 2015
This study examines how preservice teachers conceptualize popular depictions of the profession or issues related to the “extended professionality” of teaching. The authors sought to determine the effectiveness of the controversial documentary, Waiting for Superman, in fostering student interest and engagement with issues related to the extended professionality of teaching. The findings illuminate a need for broaching issues of extended professionality within teacher education programs.
Updated: Jan. 12, 2015
The goal of this article is to show how social justice education (SJE) , can be coherently espoused in the Canadian education system without turning into “brainwashing.” Social justice education (SJE) is a ubiquitous component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even “brainwashing” children in the public education system. To defend SJE against its detractors, therefore, it is necessary to develop a philosophical argument situating SJE within a conception of democratic liberalism. This article provides such an argument by reviewing competing conceptions of liberalism, analyzing the political culture in Canada, and applying an interpretation of comprehensive liberalism to specific educational initiatives.
Updated: Oct. 26, 2014
Curriculum Development in Teacher Education: Process and Politics of the Redesign of an Undergraduate Middle-Grades Program
The goal of this article is to describe the process that was used to redesign the middle-grades program in a state university. The article describes the guiding framework that led the process, the data collected, how that data was used to make decisions about learning experiences, the politics of the curriculum change, and the process that will be used to evaluate the program changes. The author concludes that the evaluation of the new program reveals that middle-grades program meets all of the standards mandated by the governing organizations while also responding to the needs of current middle schools.
Updated: Sep. 08, 2014
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
Updated: May. 19, 2014
This article considers the impact of recent political decisions on the provision of teacher education and the continuing development of teachers in England. The author tracks how successive governments have changed the requirements necessary to become a teacher as circumstances have changed in the country. The author also considers the impact of these changes on higher education institutions.
Updated: Mar. 25, 2014