Critical Voices in Teacher Education: Teaching for Social by Barry Down, John Smyth

By Barry Down, John Smyth

We stay in risky occasions whilst academic regulations and practices are debated mostly when it comes to how they healthy with the wishes of the unfastened industry. This quantity is a suite of writing through teacher-educators that attracts on their specified biographies, reviews and views to denounce those erroneous norms. It explores what it means—practically and intellectually—to train for social justice in conservative instances. In a globalised international the place the ability of capital holds sway, the needs of social associations resembling universities and colleges is being refashioned in ways in which are markedly instrumental and technicist in nature. The outcome is that academics’ paintings is more and more restricted through regimes of regulate resembling standardised checking out, responsibility, transparency, and nationwide curricula. meanwhile, huge numbers of scholars and lecturers are disengaging bodily, emotionally and intellectually from learning.

The participants to this edited quantity current either a robust critique of those advancements and a counter-hegemonic imaginative and prescient of instructor schooling based at the ideas and values of social justice, democracy and significant inquiry. instructor schooling, they argue, includes a dedication to severe highbrow paintings that matters a few deeply entrenched assumptions, ideals, behavior, workouts and practices to nearer scrutiny. The contributing authors disclose how ideology and gear function in possible innocent, rational how one can perpetuate social hierarchies in line with classification, gender, sexuality, race and culture.

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Extra resources for Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times

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Clarke, J. (2009). Public, politics and power: Remaking the public in public services. London: Sage. Noguera, P. (1995). Preventing and producing violence: A critical analysis of responses to school violence. Harvard Educational Review, 65(2), 189–213. Osterman, K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. Picchietti, V. (2002). Relational spaces: Daughterhood, motherhood, and sisterhood in Davia Maraini’s writings and films.

This provides an authentic example to young people of what it means to live in a democratic community. In summary, teaching for social justice is a political, pedagogical and moral commitment that engages teachers in working for redistributive, recognitive and representative justice in their own schools and communities. Perhaps the idea of ‘teaching for social justice’ does not fully capture what is involved. Writing about his philosophy as a school principal, George Wood comments: I do not believe you can teach for social justice—you must live for social justice.

This working ensemble might be a useful way of drawing this chapter together, while providing a practical window on some of the theoretical arguments we have been pursuing. , 2010, p. 39) We think the following quote from a teacher neatly encapsulates what is highly problematic about how power is frequently exercised in schools—to the significant detriment of students: Kids, this is the game we are playing: if you fail, it is because there is something wrong with you, not the game itself. (Smith, 2006, p.

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