The Resource Appropriating the discourse of social justice in teacher education, Marta P. Baltodano

Appropriating the discourse of social justice in teacher education, Marta P. Baltodano

Label
Appropriating the discourse of social justice in teacher education
Title
Appropriating the discourse of social justice in teacher education
Statement of responsibility
Marta P. Baltodano
Creator
Author
Subject
Language
eng
Summary
"Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real "seeds of transformation" within teacher education departments are abundant"--
Assigning source
Provided by publisher
Cataloging source
DLC
http://library.link/vocab/creatorName
Baltodano, Marta
Dewey number
371.102
Index
no index present
LC call number
LB 1715 .B34 2015
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
  • Teachers
  • Social justice
  • EDUCATION / Research
  • EDUCATION / General
  • EDUCATION / Educational Policy & Reform / General
  • EDUCATION / Philosophy & Social Aspects
  • Social justice
  • Teachers
  • United States
Label
Appropriating the discourse of social justice in teacher education, Marta P. Baltodano
Instantiates
Publication
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: CONTENTS -- Foreword by Shirley R. Steinberg -- Introduction by Marta P. Baltodano -- Chapter 1. Conducting Ethnography in Teacher Education -- An Emic Viewpoint and my Insider Role -- Critical Ethnography -- Book Organization and Format -- Chapter 2. Critical Educational Theory -- The New Sociology of Education -- Critical Pedagogy -- Theory of Hegemony and Social Reproduction: Hegemony, Ideology and the Economy -- Theory of Resistance and Social Transformation -- Transformative Practices -- Conscientizaçao -- Chapter 3. The Ideological Predicament of Teacher Education -- The Ideological State Apparatus -- Unmasking the Conservative Nature of Teacher Education -- Teachers as Transformative Intellectuals -- Other Attempts to Transform Teacher Education -- Chapter 4. The Teacher Education Program at Laurel Canyon University -- Section I. The Town, the University -- Section II. Kristine and the Old-White Boys Club -- Section III. Samantha, the Assistant Professor -- Section IV. Teresa, the Diversity Faculty -- Section V. Vincent, the Teacher Education Faculty -- Chapter V. The Journey to Transform Teacher Education: Samantha's Return -- Section I. Initiating the Transformation -- Section II. Patrick, the Math Faculty -- Section III. The Philosophy of the Teacher Education Program -- Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher Preparation -- Section V. Teaching Practices -- Section VI. Teachers as Reflective Researchers -- Chapter VI. What Went Wrong? The Accountability Movement Arrived at the College of Education -- Section I. The Two Assistant Directors: The Politics of Race -- Section II. The Realignment of the Conservative Forces to Take Control of Teacher Education -- Section III. Preparing Administrators and Teachers to Work in an Era of Accountability -- Section IV. Breaking Down Samantha's Support System. The Dismantling of Cabrillo Elementary School -- Section V. The Disintegration of the Teacher Education Program -- Section VI. The Repacking of Teacher Preparation into a New Neoliberal Format -- Chapter VII. Analyzing the Efforts to Transform the Teacher Education Culture -- What Could Samantha Have Done Differently? -- Lessons from Teresa's Departure -- The Successes and Contradictions of the Changes at LCU' Teacher Preparation Program -- Reflections on the Appropriation of Multiculturalism and Social Justice in Teacher Education -- Can the Culture of Teacher Education be Transformed? -- Chapter VIII. Reflections and Implications of this Study for Teacher Education The Misappropriation of Diversity and Social Justice -- Immediate Radical Tactics, Short Term Radical Approaches, and Long Term Strategies -- Recommendations for Faculty -- Recommendations to Reexamine the Culture of Teacher Preparation -- Banking Education and the Production of Docile Citizens -- Curriculum and the Integration of Subjugated Knowledges -- Schools as Mirrors of the Larger Society -- References
Dimensions
24 cm
Extent
xiv, 107 pages
Isbn
9781607097457
Lccn
2014046912
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
System control number
  • (OCoLC)898052209
  • (OCoLC)ocn898052209
Label
Appropriating the discourse of social justice in teacher education, Marta P. Baltodano
Publication
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: CONTENTS -- Foreword by Shirley R. Steinberg -- Introduction by Marta P. Baltodano -- Chapter 1. Conducting Ethnography in Teacher Education -- An Emic Viewpoint and my Insider Role -- Critical Ethnography -- Book Organization and Format -- Chapter 2. Critical Educational Theory -- The New Sociology of Education -- Critical Pedagogy -- Theory of Hegemony and Social Reproduction: Hegemony, Ideology and the Economy -- Theory of Resistance and Social Transformation -- Transformative Practices -- Conscientizaçao -- Chapter 3. The Ideological Predicament of Teacher Education -- The Ideological State Apparatus -- Unmasking the Conservative Nature of Teacher Education -- Teachers as Transformative Intellectuals -- Other Attempts to Transform Teacher Education -- Chapter 4. The Teacher Education Program at Laurel Canyon University -- Section I. The Town, the University -- Section II. Kristine and the Old-White Boys Club -- Section III. Samantha, the Assistant Professor -- Section IV. Teresa, the Diversity Faculty -- Section V. Vincent, the Teacher Education Faculty -- Chapter V. The Journey to Transform Teacher Education: Samantha's Return -- Section I. Initiating the Transformation -- Section II. Patrick, the Math Faculty -- Section III. The Philosophy of the Teacher Education Program -- Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher Preparation -- Section V. Teaching Practices -- Section VI. Teachers as Reflective Researchers -- Chapter VI. What Went Wrong? The Accountability Movement Arrived at the College of Education -- Section I. The Two Assistant Directors: The Politics of Race -- Section II. The Realignment of the Conservative Forces to Take Control of Teacher Education -- Section III. Preparing Administrators and Teachers to Work in an Era of Accountability -- Section IV. Breaking Down Samantha's Support System. The Dismantling of Cabrillo Elementary School -- Section V. The Disintegration of the Teacher Education Program -- Section VI. The Repacking of Teacher Preparation into a New Neoliberal Format -- Chapter VII. Analyzing the Efforts to Transform the Teacher Education Culture -- What Could Samantha Have Done Differently? -- Lessons from Teresa's Departure -- The Successes and Contradictions of the Changes at LCU' Teacher Preparation Program -- Reflections on the Appropriation of Multiculturalism and Social Justice in Teacher Education -- Can the Culture of Teacher Education be Transformed? -- Chapter VIII. Reflections and Implications of this Study for Teacher Education The Misappropriation of Diversity and Social Justice -- Immediate Radical Tactics, Short Term Radical Approaches, and Long Term Strategies -- Recommendations for Faculty -- Recommendations to Reexamine the Culture of Teacher Preparation -- Banking Education and the Production of Docile Citizens -- Curriculum and the Integration of Subjugated Knowledges -- Schools as Mirrors of the Larger Society -- References
Dimensions
24 cm
Extent
xiv, 107 pages
Isbn
9781607097457
Lccn
2014046912
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
System control number
  • (OCoLC)898052209
  • (OCoLC)ocn898052209

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