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Kupferman, David W. – Policy Futures in Education, 2018
This paper considers the ways in which the words "school" and "education" are conflated in the social imaginary, and what the effects of this conflation in meaning and purpose are both theoretically and in practice. It is not difficult to see the ways in which these two terms are used almost synonymously, and uncritically. Yet…
Descriptors: Schools, Education, Language Usage, Figurative Language
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Gibbons, Andrew – Policy Futures in Education, 2018
The papers in this special issue on the spaces of pedagogy speak to the failures of neoliberal thinking when applied to education. Their pedagogical critique of neoliberalism contributes to a considerable body of work focused on challenging the driving discourses of education (or more accurately, school) systems. The source of the tensions between…
Descriptors: Neoliberalism, Educational Policy, Higher Education, College Faculty
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Ikeda, Cathy Kanoelani – Policy Futures in Education, 2018
The work that we do and how we do that work is formed through our view of the world, shaped within our own ways of knowing and prioritized by the needs of people and the lessons of place. This article illustrates what one educational policy, filtered through one way of knowing, and prioritized by the needs of people and place looks like in higher…
Descriptors: Higher Education, Access to Education, Inclusion, Culturally Relevant Education
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Chang, Mary K. – Policy Futures in Education, 2018
Researchers normatively view faculty or professional learning communities as effective methods for sharing teaching approaches. Such a view overlooks the potential impacts the groups can have more broadly on higher educational communities. In this article, three studies about university-affiliated faculty learning communities are considered from a…
Descriptors: Collegiality, College Faculty, Communities of Practice, Confucianism
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Cipollone, Kristin; Zygmunt, Eva; Tancock, Susan – Policy Futures in Education, 2018
In this paper, we investigate mentor perspectives of their roles as de facto "teacher educators." Drawing upon three years of qualitative data, we argue that community voices and knowledge should be reflected in decisions regarding what and how children are taught. We assert that, by broadening the definition of "teacher…
Descriptors: Mentors, Teacher Educators, Community Involvement, Teacher Education Programs
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Saavedra, Cinthya M.; Pérez, Michelle Salazar – Policy Futures in Education, 2018
Global south onto-epistemologies are rarely part of bilingual and early childhood teacher education programs. Most university courses, even those that are critically oriented, remain embedded in global north conceptualizations of theory and practice. In this paper, we offer critical examinations of how global north colonialism and its latest…
Descriptors: Neoliberalism, Bilingual Education, Early Childhood Education, Teacher Education Programs
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Lash, Martha J.; Kroeger, Janice – Policy Futures in Education, 2018
In this article, we share a social action process useful in teacher education and derived from a decade of practical experience with social action projects. Influences, theoretical underpinnings, and individual leadership in an early childhood teacher education program are considered alongside practical enactments of social action projects by…
Descriptors: Preservice Teacher Education, Preservice Teachers, Social Justice, Social Action
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Hara, May; Sherbine, Kortney – Policy Futures in Education, 2018
Teacher education is under assault from the corporatization of public education. There is evidence that reductive, essentialized/ing discourses of standardization and compliance exert intense pressures on teacher education, and a market-based, audit culture constricts conceptions of the "good teacher". Despite the pervasiveness of…
Descriptors: Teacher Education Programs, Public Education, Student Teachers, Neoliberalism
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Stanton, Christine R.; Morrison, Danielle – Policy Futures in Education, 2018
US curricular policies frequently bolster neoliberal power structures within both pre-K to 12 schools and universities by privileging settler-colonial narratives and excluding Indigenous knowledge. However, curricular policies can also serve to enhance social reconstructionist and social justice education. In this article, we describe two case…
Descriptors: Educational Policy, State Policy, American Indian Education, Indigenous Knowledge
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Lupinacci, John; Happel-Parkins, Alison; Ward Lupinacci, Mary – Policy Futures in Education, 2018
This article seeks to address often overlooked cultural assumptions embedded within neoliberalism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take…
Descriptors: Neoliberalism, Social Justice, Ideology, Power Structure
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Damico, Nicole; McKinzie Bennett, Caitlyn; Fulchini, Angelica – Policy Futures in Education, 2018
In an era of top-down mandates and neoliberal reform policies, early career teachers must receive sustained social and emotional support as part of their regular professional development in order to navigate the murky waters of education that can sometimes feel disempowering and disillusioning. Teachers in high-poverty urban schools, who often…
Descriptors: Metacognition, Intervention, Beginning Teachers, Self Efficacy
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Chang, Benjamin "Benji"; McLaren, Peter – Policy Futures in Education, 2018
From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized "shadow education," and a system seemingly pushed to the brink…
Descriptors: Social Justice, Critical Theory, Teaching Methods, Neoliberalism
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Greenblatt, Deborah – Policy Futures in Education, 2018
The dominant discourse of teacher education is framed as the "construction of the problem of teacher education" (Cochran-Smith et al., 2013). From this neoliberal discourse came the push for more accountability, contributing to the promotion of a nationally scored standardized teacher performance assessment (edTPA). This article examines…
Descriptors: Neoliberalism, Elementary Education, Performance Based Assessment, Teacher Education
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Yeh, Cathery – Policy Futures in Education, 2018
The effects of neoliberal policies have increased inequalities globally and nationally, diminishing democratic accountability. They have also tainted the goals, motivations, methods, and standards of excellence with regard to teacher preparation. Although various programs of research have examined teacher preparation in terms of diversity and…
Descriptors: Democracy, Equal Education, Accountability, Neoliberalism
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Cosic, Ivana – Policy Futures in Education, 2018
This paper attempts to explain why test cheating in Croatia seemingly prevails despite the introduction of a standardised examination, the state matura. It offers a contrast to sweeping cultural explanations of the stereotypical Eastern-European cheater and attempts to examine the issue more thoroughly. The Croatian state matura is a secondary…
Descriptors: Foreign Countries, Standardized Tests, Exit Examinations, Secondary School Students
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