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003 MX-SnUAN
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020 _a9781402095887
_99781402095887
024 7 _a10.1007/9781402095887
_2doi
035 _avtls000336414
039 9 _a201509030820
_bVLOAD
_c201404300316
_dVLOAD
_y201402041349
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB1024.2-1050.75
100 1 _aGroenke, Susan L.
_eeditor.
_9312162
245 1 0 _aCritical Pedagogy and Teacher Education in the Neoliberal Era :
_bSmall Openings /
_cedited by Susan L. Groenke, J. Amos Hatch.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2009.
300 _brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aExplorations of Educational Purpose,
_x1875-4449 ;
_v6
500 _aSpringer eBooks
505 0 _aContexts for Critical Pedagogies in Teacher Education -- Social Reconstructionism and the Roots of Critical Pedagogy: Implications for Teacher Education in the Neoliberal Era -- Contextualizing the Madness: A Critical Analysis of the Assault on Teacher Education and Schools -- Standards Talk: Considering Discourse in Teacher Education Standards -- Policy Failures: No Child Left Behind and English Language Learners -- Issues in Critical Teacher Education: Insights from the Field -- Enacting Critical Pedagogies in Teacher Education -- A Critical Pedagogy of Race in Teacher Education: Response and Responsibility -- Anti-Oppressive Pedagogy in Early Childhood Teacher Education: A Conversation -- Integrating Macro- and Micro-Level Issues in ESOL/Bilingual Teacher Education -- Standards, Critical Literature, and Portfolio Assessment: An Integrated Approach to Critical Pedagogical Development -- Leaders-Cloaked-As-Teachers: Toward Pedagogies of Liberation -- Regulation, Resistance, and Sacred Places in Teacher Education -- Small Openings in Cyberspace: Preparing Preservice Teachers to Facilitate Critical Race Talk -- Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities -- Adjusting to Rose-Colored Glasses: Finding Creative Ways to Be Critical in Kentucky -- Becoming Critical in an Urban Elementary Teacher Education Program.
520 _aThe chapters in this edited collection make it clear that critical teacher educators are aware of neoliberalism and its profound impact on public schools and university-based teacher preparation programs. They know the deleterious effects of macro-level, neoliberal forces on the local and particular teaching contexts where they are trying to do critical pedagogical work. The authors describe the havoc NCLB has wreaked, especially on minority and ELL students; the pressures university-based teacher preparation programs feel to align themselves with neoliberal agendas; and the frustration of knowing that critical work is not always valued, supported, or understood in academe. Yet all of the authors in this book persist, finding or creating "small openings" in their contexts that foster the critical reflection, intellectual engagement, and examination of alternative paradigms that help beginning teachers pursue deeper understandings about schooling in a democratic society. They describe these openings here.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aHatch, J. Amos.
_eeditor.
_9312163
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402095870
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-9588-7
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c284198
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