000			05120nam a22003855i 4500
001			312446
003			MX-SnUAN
005			20170705134326.0
007			cr nn 008mamaa
008			150903s2012 ne | o |||| 0|eng d
020			_a9789400739741 _99789400739741
024	7		_a10.1007/9789400739741 _2doi
035			_avtls000367126
039		9	_a201509031044 _bVLOAD _c201405070437 _dVLOAD _y201402251608 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLB1024.2-1050.75
100	1		_aDown, Barry. _eeditor. _9354145
245	1	0	_aCritical Voices in Teacher Education : _bTeaching for Social Justice in Conservative Times / _cedited by Barry Down, John Smyth.
264		1	_aDordrecht : _bSpringer Netherlands, _c2012.
300			_axii, 306 páginas 6 ilustraciones _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 ; _v22
500			_aSpringer eBooks
505	0		_aAcknowledgements -- Foreword, Shirley Steinberg -- Introduction, From Critique to New Scripts and Possibilities in Teacher Education, Barry Down, John Smyth -- Section A Towards a Critical Politics of Teacher Education -- Problematising Teachers’ Work in Dangerous Times, John Smyth -- 2 Rediscovering Discourses of Social Justice: Making Hope Practical, Peter McInerney -- Preparing Teachers as Informed Professionals: Working with a Critical Ethnographic Disposition and a Socially Democratic Imaginary, Lawrence Angus -- Reconceptualising Teacher Standards: Authentic, Critical and Creative, Barry Down -- Teachers as Classed Cultural Workers Speaking Back through Critical Reflection, John Smyth -- Section B Teaching class, race, gender and student activism -- Unsettling Class: Standpoint Pedagogies, Knowledge and Privilege, Jane Pearce -- Critical Engagement with Whiteness: Beyond Lecturing on the Evils of Racism, Nado Aveling -- “Undoing” Gender and Disrupting Hegemonic Masculinity: Embracing a Transgender Social Imaginary, Wayne Martino.-   Strategic Confrontation – Within and Against Conservative Refusals, Lisa J. Cary -- Studying Culture Jamming to Inspire Student Activism, Marilyn Frankenstein -- Section C Contesting the curriculum -- Big Expectations for Little Kids in Early Childhood Education, Libby Lee-Hammond -- Whispering to the Hippopotamus about the ‘Literacy Boomerang’: Literacy Wars and Rumours of Wars, Cal Durrant -- Critical Engagement with Literacy: Using Qualitative Research in the Teacher Education Classroom, Wendy Cumming-Potvin -- Performing 'Hope': Authentic Story, Change and Transformation in Teacher Education, Peter Wright -- A Socially Critical HPE (aka physical education) and the Challenge for Teacher Education, Richard Tinning -- Reinvigorating Social Studies: A Desire for Powerful Learning, Robbie Johnston -- Sustainability: Ambiguity and Aspiration in Teacher Education, Sandra Wooltorton -- Afterword, Ken Tobin.
520			_aWe live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aSmyth, John. _eeditor. _9354146
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400739734
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-3974-1 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942			_c14
999			_c312446 _d312446