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Rethinking Teacher Education: Collaborative Responses to Uncertainty


reviewed by Daniel Katz — 2004

coverTitle: Rethinking Teacher Education: Collaborative Responses to Uncertainty
Author(s): Anne Edwards, Peter Gilroy & David Hartley
Publisher: Routledge/Falmer, New York
ISBN: 0415230632, Pages: 164, Year: 2002
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It is no secret that economic reality and educational reality are historically entwined. From the beginning of compulsory education in the United States, its advocates have named the “social efficiency” of serving economic aims as one of education’s primary purposes (Labaree, 1997). Horace Mann named more effective and moral employees for New England textile mill owners as a major reason for them to support public schools. From the turn of the last century forward, “scientific management” principles were applied to school organization (Callahan, 1962), treating education as a factory production affair. Both in the 1950s and early 1980s, American schools responded to perceived threats to the economic and military security of the United State by retooling curricula meant to ensure students capable of meeting the needs of a modern economy. Given the amount of newsprint dedicated to the “new economy” in recent years, Professors Anne Edwards of the University of Birmingham, Peter Gilroy of Manchester Metropolitan University and David Hartley of the University... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 2, 2004, p. 393-396
http://www.tcrecord.org ID Number: 11210, Date Accessed: 1/17/2019 10:41:37 PM

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About the Author
  • Daniel Katz
    Seton Hall University
    E-mail Author
    DANIEL KATZ is an assistant professor of Educational Studies at Seton Hall University, College of Education and Human Services.
 
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