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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