International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2016, Vol. 12(3) 7-23

Diversity, Neoliberalism and Teacher Education

Arturo Rodriguez & Kevin Russell Magill

pp. 7 - 23   |  Manu. Number: ijpe.2016.026

Published online: October 01, 2016  |   Number of Views: 263  |  Number of Download: 577


Abstract

In this essay, we conduct a brief analytical review of teacher preparation programs, which claim to prepare lifelong culturally responsive teachers. Initial evaluation revealed factors limiting program success, they include: deeply embedded dominant ideological assumptions, use of traditional methods to train teachers, inability to understand or work toward non-hegemonic social relations and a pervasive and closed neoliberal epistemology limiting diversity in the preparation programs and profession. Finally, we critique existing understandings of teacher education, consider alternatives in philosophy, structure and function for preparation programs and critical humanism as a framework for working with teachers, to transform indoctrinating and dehumanizing educational practices. 

Keywords: Culturally responsive, pedagogy, social justice, neoliberalism, labor


How to Cite this Article?

APA 6th edition
Rodriguez, A. & Magill, K.R. (2016). Diversity, Neoliberalism and Teacher Education. International Journal of Progressive Education, 12(3), 7-23.

Harvard
Rodriguez, A. and Magill, K. (2016). Diversity, Neoliberalism and Teacher Education. International Journal of Progressive Education, 12(3), pp. 7-23.

Chicago 16th edition
Rodriguez, Arturo and Kevin Russell Magill (2016). "Diversity, Neoliberalism and Teacher Education". International Journal of Progressive Education 12 (3):7-23.