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Transforming University-Based Teacher Education: Preparing Asset-, Equity-, and Justice-Oriented Teachers Within the Contemporary Political Context

by Mariana Souto-Manning - 2019

In this introduction to the special issue of Teachers College Record entitled “Transforming University-Based Teacher Education: Preparing Asset-, Equity-, and Justice-Oriented Teachers Within the Contemporary Political Context,” Co-Editor Mariana Souto-Manning offers a critical reading of the current state of university-based teacher education, situating it in neoliberal times. After exploring the neoliberal gaslighting of university-based teacher education, she briefly plots the landscape of the field, unveiling the priorities of its actors: teacher educators who engage in defending the status quo of university-based teacher education; education entrepreneurs who prioritize reforming teacher education from the outside in alignment with neoliberal premises; and those who recognize university-based teacher education’s shortcomings but commit to transforming it from the inside, prioritizing education’s commitment to the public good and to democracy. She then identifies key commitments undergirding the articles that comprise the special issue, unveiling how, individually and collectively, the articles interrupt deficit conceptualizations of teacher education and take up a transformative stance. Rejecting one-size-fits-all solutions to “fixing” teacher education, Souto-Manning invites readers to read the entire special issue, and in doing so, engage in reimagining locations, relationships, tools, artifacts, practices, and pedagogies in and through university-based teacher education. She draws on the work of the Teacher Education Collective to offer key actions, foundational to transforming teacher education in ways that prioritize the assets of communities of color, foster equity in and through education, and promote the preparation and development of justice-oriented teachers. She concludes by proposing that transformation is an imperative if university-based teacher education is to live up to its promise and commitment to the public good.

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Cite This Article as: Teachers College Record Volume 121 Number 6, 2019, p. 1-26
https://www.tcrecord.org ID Number: 22728, Date Accessed: 8/2/2021 10:39:44 AM

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About the Author
  • Mariana Souto-Manning
    Teachers College, Columbia University
    E-mail Author
    MARIANA SOUTO-MANNING is Professor of Early Childhood Education and Teacher Education at Teachers College, Columbia University, and holds additional academic appointments at the University of Iceland and King’s College London. She is founding codirector of the Center for Innovation in Teacher Education and Development (CITED). From a critical perspective, Professor Souto-Manning’s research examines inequities and injustices in early childhood teaching and teacher education, critically (re)centering methodologies and pedagogies on the lives, values, and experiences of intersectionally minoritized people of color. Souto-Manning regularly collaborates with teachers and engages in community-based research. She has published eight books, including the 2016 winner of the American Educational Studies Association Critics’ Choice Award, Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K-2 (with Jessica Martell), and a number of peer-reviewed articles in journals such as the Journal of Teacher Education, Research in the Teaching of English, Teaching and Teacher Education, and Teachers College Record. She has received the 2011 American Educational Research Association (AERA) Division K Innovations in Research on Diversity in Teacher Education Award, the 2017 AERA Teaching and Teacher Education Mid-Career Award, and other research awards issued by professional organizations such as AERA, AESA, and NAECTE. (Access Professor Souto-Manning's extended bio.
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