Sunday, October 30, 2011
Radical Scholarship: CALL for submissions: Becoming and Being a Teacher (Peter Lang USA)
Radical Scholarship: CALL for submissions: Becoming and Being a Teacher (Peter Lang USA):
Becoming and Being a Teacher:
Confronting Traditional Norms to Create New Democratic Realities
Editor, P. L. Thomas
3300 Poinsett Hwy
Greenville SC 29369
Critical Studies in Democracy and Political Literacy series (Peter Lang USA)
Paul Carr, Editor
This volume will seek to examine the tensions among economic, political, and educational goals and dynamics, specifically related to U.S. universal public education broadly and becoming and being a teacher narrowly, in the context of critical and postformal paradigms (Freire, Giroux, Kincheloe), confronting the assumptions driving capitalism, Western norms, partisan politics, consumerism/materialism, and corporatism in order to establish a more robust, critical and meaningful form of democracy that honors human dignity and agency.
Essays should present a wide variety of genres, including personal narrative, critical analysis, commentary, scholarship, and research. Essay lengths may vary from about 3000-4000 to 6000-8000, depending on the focus of the author(s). Please frame each proposal within the current climate attacking both teaching as a profession and teacher preparation—highlighting political literacy, teaching, and the state of the empire.
Please submit essay proposals that address the following, or suggest a focus you believe will enhance the project:
• Explore founding principles and justifications for public education in the U.S. (Jefferson), progressive tradition (Dewey), and critical alternative (Freire) as silenced and marginalized possibilities within a corporate paradigm for education, teaching, and teacher preparation. Unpack the contradictions and masking inherent in claims of normative democratic ideals as they flourish in public and political discourse. The question will not be how does universal public education contribute to a thriving democracy, but why do we maintain the traditional (normative democratic) workings of public education (Kohn) if education is primarily designed to perpetuate critical democracy for human agency?
• Examine and confront traditional norms of schooling and teacher preparation that maintain a stated allegiance to normative democracy (masking a deeper commitment to neoliberalism) as an avenue to recognizing and advocating for a commitment to critical democracy that honors student and teacher agency as essential for universal public education fulfilling its promise as central to a free people.
• Challenge the value of both traditional/authoritarian paradigms and normative democratic values as suitable for the justification or goals of universal public education. Argue that individual empowerment and agency are more suitable justifications and goals than neoliberalism masked by traditional normative democracy. Critical democracy may be discussed in the context of the problems posed by expertise within the simplistic claim that everyone deserves an equal voice (for example, does it benefit a culture or a field if the voice of laypeople has the same weight in the evolution debate as biologists and evolutionary scientists?) and the pedagogical norm that teachers must be unbiased, objective, and non-political.
• Establish the failures public education as enculturation and consider critical reforms for schooling and becoming/being a teacher, confronting the preparation and careers of teachers by examining the corrosive impact of certification and accreditation on teachers as well as students with a particular focus on NCATE and NCQT/ U.S. News and World Report. In short, certification and accreditation processes reinforce neoliberal norms by centralizing authority in bureaucratic organizations and by reducing learning to mere compliance and teaching to mere transmission (for example, in traditional schooling, U.S. history and history teachers are characterized as factual and objective even though U.S. history courses perpetuate a skewed advocacy for U.S. mythologies, policies, and norms).
• Present either personal narratives of experiences in teacher certification (as certifier or as teacher educator) and being a teacher—and placing those experiences in any or all of the contexts discussed above.
• Frame becoming and being a teacher in the intersections of gender, race, class, and sexuality as they all remain marginalized and normalized within corporate and neoliberal norms masked by narratives endorsing democracy and personal freedom.
• Explore and present specific alternatives to traditional and “new reformer” (Bill Gates, Michelle Rhee, Arne Duncan) calls for education reform and teacher preparation.
(1) Final manuscript due to Lang June 1, 2012.
(2) Essay proposals due to P. L. Thomas (email@example.com) December 9, 2011 (earlier encouraged).
(3) Full draft of accepted essays due to P. L. Thomas (firstname.lastname@example.org)—attached as Word file—April 15, 2012.
(4) Editing/revision process: April 15-May 31, 2012.
Posted by mike simpson at 3:26 PM
Big Education Ape Todays News / Archive
- ► July (632)
- ► June (404)
- ► May (707)
- ► April (743)
- ► March (754)
- ► February (438)
- ► January (207)
- ► December (67)
- ► September (1276)
- ► August (1297)
- ► July (1235)
- ► June (1178)
- ► May (1274)
- ► April (1298)
- ► March (1416)
- ► February (1257)
- ► January (1348)
- ► December (1329)
- ► November (1247)
- ► October (1430)
- ► September (1304)
- ► August (1324)
- ► July (1264)
- ► June (1265)
- ► May (1379)
- ► April (1415)
- ► March (1423)
- ► February (1321)
- ► January (1488)
- ► December (1396)
- ► November (1392)
- ► October (1447)
- ► September (1398)
- ► August (1425)
- ► July (1381)
- ► June (1391)
- ► May (1566)
- ► April (1473)
- ► March (1607)
- ► February (1541)
- ► January (1510)
- ► December (1500)
- ► November (1491)
- Schools Matter: Tata Pushing Rejected Right Wing A...
- Occupy Oakland Calls For City-Wide General Strike,...
- Because iPads Can’t Read Themselves | The Jose Vil...
- THE PERIMETER PRIMATE: Charles Blow #Occupy #Ows
- Testing the conventional wisdom | EdNewsColorado
- Daily Kos: I rarely agree with Tom Friedman
- Jersey Jazzman: Jazzman Estates Update
- Big Education Ape: 10-30-11 PM Page 2 #OWS #CNN #e...
- Big Education Ape: 10-30-11 PM Sticking Up For Ric...
- Today's Big Education Ape - PostRank Evening Post...
- Radical Scholarship: CALL for submissions: Becomin...
- The big banks and I are getting a divorce and ther...
- New data Bill Gates, other ed reformers should car...
- School Tech Connect: Taxpayer-Guaranteed Gambling
- solidaridad: LA Weakly proudly pushes propaganda f...
- Undercover Oakland Cops Caught on Camera « occupy ...
- Are you in? The White House wants to hear from you...
- NYC Public School Parents: Free film Screening and...
- All Things Education: A Lesson on Failing #SOSMarc...
- Blue Jersey:: Governor Christie: No Compassion For...
- More schools host church services as controversy l...
- Colorado Faces Nation's Only Statewide Tax Vote To...
- Save Seattle Schools Community Blog: Common Core S...
- Failing School No Longer (But Were We Ever?) « Int...
- The Ironies of Oakland | Seattle Education #ows
- Quotes of the Day: Martin Luther King & Kaleem Cai...
- Community hearing: OCCUPY The HOOD / OCCUPY MILWAU...
- Keep Wall Street Occupied #Solidarity #OWS
- Eric Smith’s Airy Dismissive Evasion of Testing Cr...
- Today's Big Education Ape - PostRank AM Posts #ows...
- Sunday links. « Fred Klonsky's blog
- Grumpy Educators: Charter Schools: Parent Caution ...
- Leading by Action - Arlington, VA, United States, ...
- Big Education Ape: 10-30-11 AM America’s Exploding...
- Damn Good Education Daily
- School vouchers: For some, it's a concern about sa...
- Does Your School Have Integrity? « Whole Child Edu...
- Student loans - forgive and forget
- Levesque, Failing School KIPP Boss on Board of Wal...
- The Innovative Educator: 10 Reasons Schools Should...
- Modern School: Occupy Public Education—Blame the 1...
- Larry Ferlazzo’s Websites of the Day… - October’s ...
- Parent-Teacher Fun and Conferences « JD2718
- ▼ Oct 30 (43)
- ► September (1516)
- ► August (1569)
- ► July (1487)
- ► June (1381)
- ► May (1407)
- ► April (1470)
- ► March (1544)
- ► February (1374)
- ► January (1316)
- ► December (1320)
- ► November (1218)
- ► October (1382)
- ► September (1265)
- ► August (841)
- ► July (1262)
- ► June (1714)
- ► May (1614)
- ► April (1914)
- ► March (1637)
- ► February (1180)
- ► January (1153)
- ► December (971)
- ► November (1008)
- ► October (905)
- ► September (741)
- ► August (358)