Navigating the Common Good in Teacher Education Policy examines the changing relationships between the state and the common (or public) good. Using teacher education policy as the frame of analysis, the authors examine history, cultural context, and lived experiences in 12 countries and the European Union to explicate which notions of justice, social inclusion and exclusion, and citizenship emerge. By situating teacher education policy within a larger philosophical framework regarding the relationship between the state and conceptions of the "common good," this book analyzes the ideological and political desires of the state---how the state understands the common good, the future of national identity, and to what end schooling is imagined.
Table of Contents
Introduction: Navigating the Common Good in Teacher Education Policy: Critical and International Perspectives Nikola Hobbel & Barbara L. Bales
Chapter 1: Imagining the Good Teacher: The Nation, Teaching, and the Common Good
Section 1: Tensions in Context: Caught between the State and the Local
Chapter 2: Teacher Education Policies in the United States: Tensions between Local and National Actors for Control of the Common Good
Barbara L. Bales
Chapter 3: Teacher Education, Inc.: Attempts at Privatizing Teacher Preparation Systems in Brazil
Julio Emilio Diniz-Pereira
Chapter 4: Negotiating global and local encounters: 21st-Century Teacher Education Policy Challenges in the Philippines
Chapter 5: Changing Modes of Governance in Australian Teacher Education Policy
Glenn C. Savage
SECTION 2: Challenges to the State: Local Agency, Local Resistance
Chapter 6: Complicating the Narrative: Teacher Education Policies in Neoliberal Chile
M. Beatriz Fernandez
Chapter 7: School Teachers’ Professionalism and Teacher Training in Japan: From "Teaching Specialists" to "Learning Professionals"
Yuto Kitamura, Takaya Ogisu, & Eri Yamazaki
Chapter 8: The Aseem Community-Based Teacher Training Model: A Response to India’s Failed National Teacher Education Policies
Chapter 9: The Struggles against Fundamental Pedagogics in South Africa: Towards the Pedagogy of Common Good
Bekisizwe S. Ndimande
SECTION 3: (Re)affirming State Power?
Chapter 10: From Professionalism to Proletarisation: Teacher Education Policy and the Common Good in Turkey
Chapter 11: Kenyan Teacher Education Policy Reforms: A Search for Holistic, Individual, and National Development
Peter Otiato Ojiambo
Chapter 12: EuroVisions in School Policy and the Knowledge Economy:
A genealogy of the transnational turn in European school and teacher education policy
John Benedicto Krejsler
Chapter 13: Teacher Education Policy and Practice in Israel from the Perspective of Those Outside the ‘Common Good’
Chapter 14: Canada’s Trojan Horse: Labor Mobility Legislation Concealing De-regulation and an Attack on Teacher Professionalism and the Common Good
Peter P. Grimmett
Chapter 15: Afterword
Kenneth M. Zeichner
Nikola Hobbel is Professor of English Education at Humboldt State University, United States.
Barbara L. Bales is Director of Strategic Initiatives and Educational Innovation at the University of Wisconsin System Administration and Associate Professor of Teacher Education at the University of Wisconsin-Milwaukee, United States.