Navigating the Common Good in Teacher Education Policy: Critical and International Perspectives

Cover
Title
Copyright
Dedication
Contents
Acknowledgments
Introduction: Navigating the Common Good in Teacher Education Policy: Critical and International Perspectives
1 Imagining the Good Teacher: The Nation, Teaching, and the Common Good
Part 1 Tensions in Context: Caught Between the State and the Local
	2 Teacher Education Policies in the United States: Tensions Between Local and National Actors for Control of the Common Good
	3 Teacher Education, Inc.: Attempts at Privatizing Teacher Preparation Systems in Brazil
	4 Negotiating Global and Local Encounters: 21st-Century Teacher Education Policy Challenges in the Philippines
	5 Changing Modes of Governance in Australian Teacher Education Policy
Part 2 Challenges to the State: Local Agency, Local Resistance
	6 Complicating the Narrative: Teacher Education Policies in Neoliberal Chile
	7 Schoolteachers’ Professionalism and Teacher Training in Japan: From “Teaching Specialists” to “Learning Professionals”
	8 The Aseem Community-Based Teacher Training Model: A Response to India’s Failed National Teacher Education Policies
	9 The Struggles Against Fundamental Pedagogics in South Africa: Toward the Pedagogy of Common Good
Part 3 (Re)affirming State Power?
	10 From Professionalism to Proletarianization: Teacher Education Policy and the Common Good in Turkey
	11 Kenyan Teacher Education Policy Reforms: A Search for Holistic Individual and National Development
	12 EuroVisions in School Policy and the Knowledge Economy: A Genealogy of the Transnational Turn in European School and Teacher Education Policy
	13 Teacher Education Policy and Practice in Israel From the Perspective of Those Outside the “Common Good”
	14 Canada’s Trojan Horse: Labor Mobility Legislation Concealing Deregulation and an Attack on Teacher Professionalism and the Common Good
	Afterword: Interactions of the Local and Global in Teacher Education Policy and Reforms
Index