The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society.

中文翻译：

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教师教育中的存在与成败

自从公共教育开始以来，教育在社会中的作用一直在美国受到争议。从历史上看，这种争论在促进教育民主公民的社会正义问题与个人智力发展的学科问题之间产生了微妙的平衡。传统上，美国师范大学，学院和大学的教师预备课程在理论与实践之间取得了类似的平衡。然而，在过去的几十年中，新自由主义在美国政治中的兴起已使平衡从公平，多元化和包容性转移到其他方面。这项研究的目的是提供一种反映新自由主义价值观但维护社会正义的坚定承诺的教师候选人的生活经历。这项研究包括叙事短片，探讨了在公共学校环境和师范教育计划中表现出来的“觉醒”现象。它还解决了新自由主义对教师应聘者的意愿和为自己，学生和社会承担社会正义的能力的影响。