1st Edition

Navigating the Common Good in Teacher Education Policy Critical and International Perspectives

By Nikola Hobbel, Barbara L. Bales Copyright 2018
    248 Pages 1 B/W Illustrations
    by Routledge

    248 Pages 1 B/W Illustrations
    by Routledge

    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.

    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

    Nikola Hobbel

    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

    Vicente Reyes

    Chapter 5: Changing Modes of Governance in Australian Teacher Education Policy

    Glenn C. Savage

    Bob Lingard

    SECTION 2: Challenges to the State: Local Agency, Local Resistance

    Chapter 6: Complicating the Narrative: Teacher Education Policies in Neoliberal Chile

    Andrea Lira

    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

    Rita Verma

    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

    Hüseyin Yolcu

    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’

    Ismael Abu-Saad

    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.