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ERIC Number: EJ917421
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0890-6459
Democracy, Teacher Education, and John Dewey: A Personal Perspective
Craig, Cheryl J.
Teacher Education and Practice, v22 n4 p447-449 Fall 2009
Drawing on Tyler and Schwab (both of whom were influenced by Dewey), Clandinin and Connelly (1992) built a case for the image of teacher as curriculum maker--the idea that teachers instantiate curriculum alongside their students--as opposed to the dominant image of teacher as curriculum implementer where the teacher works as an agent of the state doing its bidding. The author believes that the teacher as curriculum maker image is the crowning achievement of the mindedness that Dewey (1908) afforded teachers; however, minded professionalism does not magically happen. A great deal of attention needs to be directed to this matter, and her sense is that those who use narrative inquiry or are engaged in self-studies are best positioned to illuminate how this transpires. This point brings the author to an associated matter worthy of teacher educator's fullest attention. It has to do with the classroom space being a site of contestation (Craig, 2009)--a place where those who believe they know what is best for children and society are increasingly demanding their say. Instead of teachers and students being allowed to "seek and find the good of their own choice" (Dewey, 1916, p. 121), an increasingly assortment of presumably well-meaning people are fueling controversies by imposing their favored plotlines and asserting their democratic rights. In the author's view, teacher educators do teacher candidates a disservice when they do not ready them for education in a pluralistic society lodged within a highly competitive world.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Texas