When Shutting the Door Won’t Do: Teaching With the Specter of Community Backlash and the Implications for Teacher Education

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-06-14 DOI:10.1177/00224871231180831

Rachel Ranschaert

引用次数: 0

Abstract

Recently, numerous news stories have detailed the ways teachers across the country have been disciplined for addressing issues of oppression and justice in their schools. This paper engages poststructural discourse analysis to consider data from a year-long study of recent graduates of a justice-oriented teacher education program during their first year teaching, examining the ways that stories of community backlash functioned to discipline early career teachers to behave in particular ways. I theorize that these stories serve to discourage teachers from pursuing justice-oriented work in the classroom and that such discourses must be addressed in teacher education programs to prepare preservice teachers for the political realities of entering classrooms in the United States in the current cultural moment.

查看原文本刊更多论文

当关上门不行:社区反弹的幽灵教学和对教师教育的影响

最近，许多新闻报道详细描述了全国各地的教师因在学校解决压迫和正义问题而受到纪律处分的方式。本文采用后结构话语分析来考虑一项为期一年的研究数据，该研究是对正义导向的教师教育项目的应届毕业生在第一年教学期间进行的，研究了社区反弹的故事如何约束早期职业教师以特定方式行事。我的理论是，这些故事阻碍了教师在课堂上追求以正义为导向的工作，这些话语必须在教师教育计划中得到解决，以使职前教师为当前文化时刻进入美国课堂的政治现实做好准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).