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Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces
Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-10-20 , DOI: 10.1080/10714413.2019.1688558
Tanya Maloney , Nini Hayes , Katherine Crawford-Garrett , Kelly Sassi

At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity (Ayers, Quinn, & Stovall, 2009; Cochran-Smith et al., 2016; Gorlewski, 2017; Gorski, 2009; Ladson-Billings & Tate, 1995; Leonardo, 2009; Milner, 2009; Paris & Alim, 2017). Yet, there is little consensus among teacher educators, school districts, community members, families, and accreditation agencies regarding how the work of teacher education might rectify longstanding disparities that have complex, multidimensional causes. On the one hand, neoliberal education reformers intend to improve schooling through choice and accountability policies that have been pervasive in K-12 contexts for close to twenty years (Hursh, 2000; Kumashiro, 2010; Lipman, 2011; Slaughter & Rhoades, 2004) and are now commonplace in higher education as well (Aronowitz, 2000; Giroux, 2002, 2014; Shumar, 2008). Over the last decade, the proliferation of neoliberal reform initiatives have fundamentally re-shaped the landscape of teacher preparation as educational access and equity are redefined (Slaughter & Rhoades, 2004) according to market principles (Hursh, 2000; Nygreen, Madeloni, & Cannon, 2015). The context of teacher education in the U.S. and abroad is now part of a neoliberal project to privatize and corporatize education that has exacerbated existing school disparities rooted in settler colonial logic, White racial domination, classism, sexism, ableism, to name but a few. In contrast to neoliberal efforts, transformative, social justice-oriented educators posit that education should be humanizing and liberating, schools can and should be sites of progressive thinking and social change, and teaching and learning are never neutral. A transformative justice teacher education centers relationships and restorative classroom practices (Winn, 2018). As neoliberal reforms increasingly co-opt social justice discourse (Cochran-Smith, 2010; Labaree, 2010), it becomes imperative that teacher educators who reject neoliberal ideologies conceptualize, articulate,

中文翻译:

为教师的公平和种族正义做好准备和支持:创造文化相关的、集体的、代际的、共同创造的空间

全国教师教育改革辩论的核心是关于如何让教育工作者做好准备以解决教育不平等问题的担忧(Ayers、Quinn 和 Stovall,2009 年;Cochran-Smith 等人,2016 年;Gorlewski,2017 年;Gorski,2009 年;Ladson -Billings 和 Tate,1995;Leonardo,2009;Milner,2009;Paris 和 Alim,2017)。然而,教师教育工作者、学区、社区成员、家庭和认证机构之间几乎没有就教师教育工作如何纠正长期存在的具有复杂多维原因的差异达成共识。一方面,新自由主义教育改革者打算通过近 20 年来在 K-12 环境中普遍存在的选择和问责政策来改善学校教育(Hursh,2000;Kumashiro,2010;Lipman,2011;Slaughter & Rhoades,2004)并且现在在高等教育中也很常见(Aronowitz,2000;Giroux,2002,2014;Shumar,2008)。在过去十年中,新自由主义改革举措的激增从根本上重塑了教师培训的格局,因为根据市场原则(Hursh,2000 年;Nygreen、Madeloni 和 Cannon)重新定义了教育机会和公平性(Slaughter & Rhoades,2004 年) , 2015)。美国和国外教师教育的背景现在是新自由主义教育私有化和公司化项目的一部分,该项目加剧了植根于定居者殖民逻辑、白人种族统治、阶级主义、性别歧视、能力主义等等的现有学校差距。与新自由主义的努力相反,变革性的、面向社会正义的教育工作者认为教育应该是人性化和解放的,学校可以而且应该成为进步思维和社会变革的场所,教学和学习从来都不是中立的。变革性的正义教师教育以人际关系和恢复性课堂实践为中心(Winn,2018 年)。随着新自由主义改革越来越多地吸收社会正义话语(Cochran-Smith,2010 年;Labaree,2010 年),拒绝新自由主义意识形态的教师教育者必须概念化、阐明、
更新日期:2019-10-20
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