Foreword by: Janelle Scott
Publication Date: July 19, 2019
In an age of consumer choice, decentralization, and deregulation in education, policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. This raises a number of questions: To what extent has the push for privatization and marketization of education shaped how we recruit and train the next generation of teachers? What are they taught and why? How do such policies impact the dispositions of colleges of education and alternative teacher certification organizations? In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how these policies, practices, and ideologies have taken root domestically and internationally.
Christopher A. Lubienski is a professor of education policy at Indiana University. T. Jameson Brewer is an assistant professor of social foundations of education at the University of North Georgia.
“This book will help readers consider the possibilities of democratic visions in the teaching profession and in public education, particularly in this time of intense political polarization when critical citizen engagement with our public institutions and policies is deeply needed.” —Janelle Scott, University of California, Berkeley
“In recent years, a great deal of the public discourse about education has focused on recruiting and retaining highly qualified, effective classroom teachers. Schools serving majority minority and low-socioeconomic populations perpetually face this issue due to working conditions and characteristics of those neighborhoods. This volume makes explicit that the “education reform” movement has reframed the discussion to ignore the environmental conditions and refocused it on test-based student achievement and market-based approaches for education—including private management and privatization. The chapters in this book make clear that the ongoing policy disconnects cannot be ignored and that now is the time to elevate the teaching profession for students who have faced historical inequities, not dismantle it.”
—Julian Vasquez Heilig, dean, University of Kentucky College of Education