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Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context


by Bree Picower - 2011


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Cite This Article as: Teachers College Record Volume 113 Number 5, 2011, p. 1105-1134
https://www.tcrecord.org ID Number: 16090, Date Accessed: 1/24/2020 11:56:12 PM
 
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About the Author
  • Bree Picower
    Montclair State University
    BREE PICOWER is an assistant professor in the Department of Early Childhood, Elementary and Literacy Education at Montclair State University. Her dissertation, "The Unexamined Whiteness of Teaching," explored the role that race plays in how student teachers conceptualize urban education and was awarded the NYU Steinhardt Outstanding Dissertation Award of 2007. Her current research focuses on the role of critical inquiry groups as a strategy to support urban educators to teach for equity and social justice. She is a core member of the New York Collective of Radical Educators (NYCoRE) and the coeditor of Planning To Change the World: A Planbook for Social Justice Teachers, which provides support to educators addressing topics of social justice in the classroom. Additionally she has worked to forge a national network of Teacher Activist Groups (TAGs) across the country.
 
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