Who Decides Who Becomes a Teacher?: Schools of Education as Sites of Resistance PDF
Preview Who Decides Who Becomes a Teacher?: Schools of Education as Sites of Resistance
WHO DECIDES WHO BECOMES A TEACHER? Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipatedandunanticipatedeffectsofpolicyinitiativesonteachingandlearning. Julie Gorlewski is Associate Professor and chair of the Department of Learning and Instruction at the University at Buffalo, The State University of New York, USA.AformerEnglishteacherandeditorofEnglishJournal,shehaspublishedten books and numerous articles and book chapters. EveTuckisAssociateProfessorofCriticalRaceandIndigenousStudies,Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto, Canada. This page intentionally left blank WHO DECIDES WHO BECOMES A TEACHER? Schools of Education as Sites of Resistance Edited by Julie Gorlewski and Eve Tuck Firstpublished2019 byRoutledge 52VanderbiltAvenue,NewYork,NY10017 andbyRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness ©2019Taylor&Francis TherightofJulieGorlewskiandEveTucktobeidentifiedastheauthorsof theeditorialmaterial,andoftheauthorsfortheirindividualchapters,hasbeen assertedinaccordancewithsections77and78oftheCopyright,Designsand PatentsAct1988. Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedor utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now knownorhereafterinvented,includingphotocopyingandrecording,orinany informationstorageorretrievalsystem,withoutpermissioninwritingfromthe publishers. Trademarknotice:Productorcorporatenamesmaybetrademarksorregistered trademarks,andareusedonlyforidentificationandexplanationwithoutintent toinfringe. LibraryofCongressCataloginginPublicationData Acatalogrecordforthistitlehasbeenrequested ISBN:978-1-138-28434-0(hbk) ISBN:978-1-138-28435-7(pbk) ISBN:978-1-315-26956-6(ebk) TypesetinBembo byTaylor&FrancisBooks CONTENTS List of tables vii Acknowledgements viii List of contributors ix PART1 Resisting the Power of Policy: The Scoring Consortium 1 1 Schools of Education as Sites of Resistance 3 Julie Gorlewski and Eve Tuck 2 EdTPA, Settler Colonialism and Antiblackness 23 Eve Tuck and Julie Gorlewski 3 The Alternative Scoring Consortium 38 Julie Gorlewski and Eve Tuck 4 An Uneasy Relationship: The History of Teacher Education in the University 68 David Labaree 5 Who Decides Who Becomes a Teacher? 89 Julie Gorlewski and Eve Tuck vi Contents PART2 Rights and Responsibilities: Challenges of Resistance 107 6 Who Has the Right to Decide? 109 David A. Gorlewski 7 Collaboration in Isolation: Policy Paradox in edTPA 124 Kiersten Greene with Julie Gorlewski 8 Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy 140 Nini Visaya Hayes and K. Wayne Yang 9 For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy 159 Limarys Caraballo and David Gerwin 10 Missing the Mark: Indigenous Teacher Candidates and edTPA 175 Hollie Anderson Kulago 11 If Not Us, Then Who? 185 Julie Gorlewski and Eve Tuck Appendix 200 Index 205 TABLE 3.1 The Alternative Scoring Consortium Project 53 ACKNOWLEDGEMENTS This volume is the result of a collaborative research project that involved teacher educators working throughout New York State. We owe a debt of gratitude to our colleagues who participated in the edTPA Scoring Consortium: Lindamichelle Baron, David A. Gorlewski, Deborah Greenblatt, Kiersten Greene, Laura Kaplan, Kate O’Hara, David Smukler, Mariana Souto-Manning, and Anne Burns Thomas. Thank you for your generosity in sharing your intellectual labor, your expertise, and your passionfor thiswork. Weare alsoimmensely appreciative of the students across New York State who so graciously shared their portfolios with us. We are happy to include David Labaree’s previously published chapter, and value his collegiality and encouragement. Likewise, the contributions of the critical discussants Limarys Caraballa, David Gerwin, Nini Vasaya Hayes, Hollie Anderson Kulago, and K. Wayne Yang added essential perspectives to this project. We are grateful to Catherine Bernard, whose belief in the premise and promise of this book pushed us forward time and time again, and to Deanna Del Vecchio, whose talents were invaluable in completing the volume. Books represent pieces of our lives,andwearethankfultoourpartnersandourfamilies,whosegeneroussupport of our work means more than words can say. CONTRIBUTORS Limarys Caraballo, Queens College, City University of New York LimarysCaraballoisAssociateProfessorofEnglishEducationatQueensCollegeand Urban Education at The Graduate Center, City University of New York, and Research Fellow of the Institute for Urban and Minority Education at Teachers College.Herresearchinterestsincludeparticipatoryactionresearchandtheidentities andliteraciesofhistoricallymarginalizedstudentsandcommunities. David Gerwin, Queens College, City University of New York David Gerwin is Professor of Secondary Education (Social Studies) at Queens College and Urban Education at the Graduate Center, City University of New York. He chairs the QC chapter of the PSC-CUNY, the faculty & staff union, has served on two NYS edTPA task forces, and is interested in high-stakes assessment, authentic pedagogy, teacher research and faculty union activism. David A. Gorlewski, University at Buffalo, State University of New York David Gorlewski teaches courses in educational leadership at the University at Buffalo, State University of New York. His scholarly work revolves around school reform, standardized testing, and professional dispositions. Julie Gorlewski, University at Buffalo, State University of New York Julie Gorlewski is Associate Professor and chair of the Department of Learning and Instruction at the University at Buffalo, State University of New York. Her
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