This book subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in-depth analysis of the origins of such policy and its impact on professional educators. Recipient: 2009 AERA Division K Award for Exemplary Research in Teaching and Teacher Education!
This book subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in-depth analysis of the origins of such policy and its impact on professional educators. Recipient: 2009 AERA Division K Award for Exemplary Research in Teaching and Teacher Education!
Paul Shaker is a career educator who has served as teacher, teacher educator, and dean in five of the United States, in Asia, and in Canada at Simon Fraser University of British Columbia. An alumnus of Ohio State, Shaker has reinterpreted and sought to advance the progressive legacy in public schools and higher education. His work has focused on the applications of depth psychology to education, teacher education curriculum, and policy and politics in contemporary America. Shaker served as a Fulbright Senior Scholar in Kuwait and has been recognized for his writing by AACTE. Elizabeth Heilman, Ph.D. Associate Professor in the Department of Teacher Education at Michigan State University has served in leadership roles in social studies and curriculum studies both nationally and at Purdue and Michigan State University. She is the author or editor of five books and more than 35 book chapters and articles. Her work explores how social and political imaginations are shaped and how various philosophies, research traditions, and educational policies influence democracy, social justice, and critical democratic and global education.
Inhaltsangabe
Foreword Preface Acknowledgements Introduction, "The Changing Vision of Education in Our Democratic Society" Part I Mechanisms and Motivations of Education Policy Chapter 1, "Political Advocacy and Academic Authority: Defining Educational Inquiry and Defending Public Institutions" Chapter 2, "Policy as Propaganda: A Critical Examination of NCLB" Chapter 3, "The Cultural Psychology of the Right" Part II Distortions of the Advocates Chapter 4, "The Myth of Scientifically Based Research" Chapter 5, "The 'Science' of Teacher Testing" Chapter 6, "Contested Visions of Public Schooling for a Democratic Society" Chapter 7, "Left Back: Punditry or History?" Part III Agenda for Change Chapter 8, "A Renewed Vision of Good Teaching and Good Schools" Chapter 9, "Reclaiming Public Education in a Democratic Society" References Index
Foreword Preface Acknowledgements Introduction, "The Changing Vision of Education in Our Democratic Society" Part I Mechanisms and Motivations of Education Policy Chapter 1, "Political Advocacy and Academic Authority: Defining Educational Inquiry and Defending Public Institutions" Chapter 2, "Policy as Propaganda: A Critical Examination of NCLB" Chapter 3, "The Cultural Psychology of the Right" Part II Distortions of the Advocates Chapter 4, "The Myth of Scientifically Based Research" Chapter 5, "The 'Science' of Teacher Testing" Chapter 6, "Contested Visions of Public Schooling for a Democratic Society" Chapter 7, "Left Back: Punditry or History?" Part III Agenda for Change Chapter 8, "A Renewed Vision of Good Teaching and Good Schools" Chapter 9, "Reclaiming Public Education in a Democratic Society" References Index
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