Teaching As Activism
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The Pedagogy of Teacher Activism
Author: Keith Catone
language: en
Publisher: Peter Lang Incorporated, International Academic Publishers
Release Date: 2017
Through the artful science of portraiture, The Pedagogy of Teacher Activism presents the stories of four teacher activists--how they are and have become social change agents--to uncover important pedagogical underpinnings of teacher activism. Embedded in their stories are moments of political clarity and consciousness, giving rise to their purpose as teacher activists. The narratives illuminate how both inner passions and those stirred by caring relationships with others motivate their work, while the intentional ways in which they attempt to disrupt power relations give shape to their approaches to teacher activism. Knowing their work will never truly be done and that the road they travel is often difficult, the teacher activists considered here persist because of the hope and possibility that their work might change the world. Like many pre-service educators or undergraduates contemplating teaching as a vocation, these teacher activists were not born ready for the work that they do. Yet by mining their biographical histories and trajectories of political development, this book illuminates the pedagogy of teacher activism that guides their work.
Exploring Narratives of Women Teacher Trade Union Activists
Large numbers of teachers have left the profession because teaching has become so time-consuming due to excessive workload. With so many women teachers leaving the profession, the author examines why some women teachers were not only staying in the profession but also giving up their time and energy to engage in trade union activism as a form of resistance against the raft of policy changes which they believe to be the root cause for the exodus. Exploring Narratives of Women Teacher Trade Union Activists attempts to discover why they are so motivated. Narrative analysis is employed as the methodology in conjunction with a life history interview approach. This volume cites the work of Zembylas and Foucault, focusing on emotion and affect in education, political and social justice, teacher identity, teachers’ self-formation, the emotional labour of teaching, resistance and power, which is rooted in the social theory of post-structuralism. The author explores the strained relationship between teachers and government and how teacher professionalism is being perceived as an act of resistance in itself.
The SAGE Handbook of Research on Teacher Education
The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.