Abstract
The highly regulated institutional context of undergraduate teacher education is itself a powerful pedagogical force. Ubiquitous rules, routines and rituals—epitomized by a department’s faculty preparing for NCATE review—create a professional environment of self-regulation in which it becomes nearly impossible to publically confront the deep assumptions underlying the teacher education bureaucracy, or to imagine and create an alternative, decolonizing vision. Naming the experience of these constraints is an act of resistance that supports continuous learning and transformation.
This chapter makes space for the voices of two instructors working from a critical perspective within a regulatory context. David is a faculty member who developed and coordinates the course, Cultural and Community Contexts of Education, which is required in the secondary teacher education program. Sean is a doctoral student who actually teaches most sections of the course, signifying the larger trend of doctoral students and other non-tenure track faculty staffing teacher education programs. In addition to the voices of program instructors, the chapter also presents the perspective from another faculty member, Darcy, who held an administrative role during the preparations for the departmental NCATE review.
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Notes
- 1.
The “bystander effect” describes a kind of group denial: the more bystanders there are, the less likely it is that any of them will actually respond to an emergency (Latané & Darley, 1970).
- 2.
For years our department administration has referred to this survey as “the EBI,” without ever naming what the abbreviation actually means. While writing this chapter I discovered that EBI is the name of the corporation that profits from producing and administering the survey (Educational Benchmarking, Inc.). That our department shorthand for self assessment (“the EBI”) is a for-profit survey company is a sad and telling comment on the takeover of educational thought by the assessment industry.
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Greenwood, D.A., Agriss, S.W., Miller, D. (2009). Regulation, Resistance, and Sacred Places in Teacher Education. In: Groenke, S.L., Hatch, J.A. (eds) Critical Pedagogy and Teacher Education in the Neoliberal Era. Explorations of Educational Purpose, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9588-7_11
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