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Afterword: The Need to Re-Balance Our Portfolio of Education Means and Ends by Margaret S. Crocco - 2020The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Margaret Crocco
Teachers College Columbia University
MARGARET SMITH CROCCO is Professor Emerita. She has also served on the faculties of Michigan State University and the University of Iowa. Her research interests focus on issues of gender and diversity within social studies education and civic education. Among her recent publications are the following: “Moral outrage and teaching about Hurricane Katrina,” Theory into Practice (https://doi.org/10.1080/00405841.2018.1518641) and “Deliberating public policy issues with adolescents: Classroom dynamics and socio-cultural considerations,” Democracy & Education, with Segall, Halvorsen & Jacobsen, https://democracyeducationjournal.org/home/.
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