Principled Resistance
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Principled Resistance brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The contributors also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact. This volume offers a critical and unique resource for teacher educators who are preparing prospective teachers to navigate the contentious terrain of education politics, teachers who are interested in leading change, and others interested…mehr

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Produktbeschreibung
Principled Resistance brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The contributors also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact. This volume offers a critical and unique resource for teacher educators who are preparing prospective teachers to navigate the contentious terrain of education politics, teachers who are interested in leading change, and others interested in educational ethics. "Doris Santoro and Lizabeth Cain have curated a thought-provoking volume, bringing together experts who provide the context needed to understand teachers' resistance to a school reform regime that has long neglected to take their expertise and professionalism into account. Principled Resistance highlights the disciplines of philosophy and history to help us see teacher activism as an intelligent and ethical response to unjust conditions. This book is thus relevant for all of us who want public schools to be equitable, democratic spaces for teachers and students alike." --Michele S. Moses, professor and associate vice provost, University of Colorado Boulder "Principled Resistance offers a provocative examination of how teachers have enacted pedagogical, professional, and democratic principles in pushing back against education practices and policies that they believe harm students, schools, and society. Educators will be inspired by the richly described examples in these chapters, and pushed to reflect on their own ethical responsibilities in a challenging but essential profession." --Meira Levinson, professor of education, Harvard Graduate School of Education Contributors Clive Beck Judy Caulfield Yiola Cleovoulou Margaret Smith Crocco Karen Graves Michelle Strater Gunderson Jacqueline Hesse Jessica Hochman Stephen Houser Clare Kosnik Emma Long Christine McCartney Tom Meyer Randy R. Miller, Sr. Margaret A. Nash Lucinda Pease-Alvarez Adah Ward Randolph Dwan V. Robinson Alisun Thompson >Doris A. Santoro is an associate professor of education and chair of the Education Department at Bowdoin College. Lizabeth Cain is an assistant professor at the State University of New York at New Paltz.
Autorenporträt
Doris A. Santoro is associate professor of education and chair of the Education Department at Bowdoin College. A philosopher of education and teacher educator, she studies professional and pedagogical ethics. She is senior associate editor for the American Journal of Education and has served on the board of directors of the John Dewey Society. She is the author of Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay (Harvard Education Press, 2018). Lizabeth Cain is an assistant professor at the State University of New York at New Paltz, where she teaches methods for teaching elementary social studies. Her research emphasizes teacher perspectives about good teaching and the cultivation of democratic and constructivist classrooms.