Download Critical Pedagogy and Teacher Education in the Neoliberal by Susan L. Groenke (auth.), Susan L. Groenke, J. Amos Hatch PDF

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By Susan L. Groenke (auth.), Susan L. Groenke, J. Amos Hatch (eds.)

The chapters during this edited assortment make it transparent that serious instructor educators are conscious of neoliberalism and its profound impression on public colleges and university-based instructor coaching courses. They comprehend the deleterious results of macro-level, neoliberal forces at the neighborhood and specific educating contexts the place they try to do serious pedagogical paintings. The authors describe the havoc NCLB has wreaked, specially on minority and ELL scholars; the pressures university-based instructor education courses suppose to align themselves with neoliberal agendas; and the disappointment of figuring out that serious paintings isn't really regularly valued, supported, or understood in academe.

Yet the entire authors during this e-book persist, discovering or growing "small openings" of their contexts that foster the serious mirrored image, highbrow engagement, and exam of different paradigms that support starting lecturers pursue deeper understandings approximately education in a democratic society. They describe those openings here.

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Educational Leadership, 58(8), 12–17. Education of teachers in New College: The first four years. (1936). Teachers College Record, 38(1), 3–15. , & Zoref, L. (1995). Reading Mastery. Columbus, OH: SRA/McGraw-Hill. Freire, P. (1970/2000). Pedagogy of the oppressed. New York: Continuum. Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey. Greene, M. (1976). Challenging mystification: Educational foundations in dark times. Educational Studies, 7(1), 9–29.

Thus, within fundamentalism and other social dynamics as well, we can observe the recovery of a naïve realism that simply ignores the deeper questions of meaning that attend any form of social, cultural, political, theological, and educational activity (Rycenga, 2001; Gresson, 2004). Very importantly in this recovery context, the social and political influence of fundamentalist literalism is strengthening. Near the end of the first decade of the twenty-first century: • Over 70 million Americans call themselves evangelicals, millions of others share beliefs with this group.

Why, for example, if one accepts the word-by-word veracity of the Bible, many ask, would one eat prohibited shellfish? Such literalist readings are inherently flawed: if the Bible is totally true then, consequently, all of its proclamations would have to be followed to the letter. Or, if one does not accept this set of literalist assumptions, then the scriptures must be studied and interpreted in a profoundly different way—one that studies the conditions of their production, the sociopolitical factors that shaped them, and why a particular text was included as the word of God and another one was not.

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