Publication Date: October 5, 2017
(Print Publication Date: February 28, 2004)
Pages: 224
Series: Multicultural Education Series
In this skillfully written and incisive book, Marilyn Cochran-Smith guides the reader through the conflicting visions and ideologies surrounding the education of teachers for a diverse democratic society. Mapping the way to reconceptualizing teacher education today, this volume:
Marilyn Cochran-Smith is Professor of Education at the Lynch School of Education at Boston College and President of the American Educational Research Association (AERA) for 2004–05.
“Our profession is at a critical crossroad….We must accept Cochran-Smith’s challenge to speak loudly and articulately for social justice and democracy. Could our society face a more urgent or compelling issue?”
—From the Foreword by Jacqueline Jordan Irvine
"This volume represents not only the best of Cochran-Smith, it represents the best of teacher education. These essays are hard-hitting yet lyrical, provocative yet poetic, theoretically sophisticated yet practically useful. Teacher education is in good hands.”
—Gloria Ladson-Billings, University of Wisconsin–Madison
“Cochran-Smith invites us to follow her courageous path of conceptualizing and practicing social justice in teacher education. Wisely framing her work as solving both a "learning problem" and a "political problem," she makes brilliantly clear why today's intense struggle over the definition of teacher quality is no less than a struggle over the soul of public education.”
Jeannie Oakes, Presidential Professor and Director, UCLA's Institute for Democracy Education and Access
Table of Contents
Series Foreword by James A. Banks
Foreword by Jacqueline Jordan Irvine
Acknowledgments
Preface
Chapter 1. Teacher Education for Social Justice: A Learning Problem and a Political Problem
Working the Dialectic
The Demographic Imperative
Conceptualizing Teacher Education: The Tensions Underlying Reform
Teacher Education for Social Justice as a Learning Problem
Teacher Education for Social Justice as a Political Problem
Teacher Education: A Learning Problem and a Political Problem
Chapter 2. Against the Grain
Critical Dissonance and Collaborative Resonance
Teaching Against the Grain
Collaboration, Intellectual Work, and the Culture of Reform
Student Teachers as Reformers
Chapter 3. Color Blindness and Basket Making
Learning the Discourse of Teaching: Contrasting Approaches
Constructing and Confronting Dilemmas
Beyond Color Blindness and Basket Making
Chapter 4. Teaching for Social Justice
Teaching for Social Justice: Six Principles of Pedagogy
One Student Teacher's Experience: Inquiring into Social Justice
Conclusion: Learning to Teach for Social Justice
Chapter 5. Blind Vision
Blind Vision: A Story from a Teacher Educator
Reading Teacher Education as Racial Text
Conclusion: Lessons Learned and Unlearned
Chapter 6. The Outcomes Question in Teacher Education
Sorting Out the Outcomes Question
Long-Term Impact as Outcome
Teacher Test Scores as Outcome
Professional Performance as Outcome
The Outcomes Question: Grounds and Groundwork
Chapter 7. Sticks, Stones and Ideology
Marilyn Cochran-Smith and Mary Kim Fries
Professionalization and Deregulation: Unpacking the Discourse
Common Sense About Teacher Education Reform: Three Warrants for Action
Conclusion: The High Ground of Common Sense
Chapter 8. Multiple Meanings of Multicultural Teacher Education
Understanding the Multiple Meanings of Multicultural Teacher Education: A Conceptual Framework
Multicultural Teacher Education: Eight Key Questions
Multicultural Teacher Education: External Forces
Conclusion: Sorting Out the Multiple Meanings
Chapter 9. Teacher Education at the Crossroads: A Call to Action
Producing "Highly Qualified Teachers": The Need for Public Policy Critique
Strengthening the Social Justice Research Base in Teacher Education
Building on What We Have
Beyond the Crossroads
References
Index
About the Author
Marilyn Cochran-Smith won the 2018 AERA Division K Legacy Award
Professors: Request an Exam Copy
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