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Barbara Madeloni

Neoliberal policies in teacher education marginalise faculty voice, narrow conceptions of teaching and learning and redefine how we know ourselves, our students and our work. Pressured within audit culture and the constant surveillance of accountability regimes to participate in practices that dehumanise, silence and de-form education, teacher educators are caught between compliance and complicity or the potential and risks of resistance. Written from my lived experience within the neoliberal regime of teacher education, this article examines the vulnerabilities, fears and risks that shape our choices, as well as the possibilities for ethical, answerable action.

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Yves Laberge

ways of reasoning. This rich book is obviously made for innovative teachers and scholars in teacher education; the coeditors insist on the importance of encouraging a dynamic trend in education that leads to motivation for change and civic action among

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Dis-orienting Western Knowledge

Coloniality, Curriculum and Crisis

Zeus Leonardo

’. Educational Theory 49 ( 1 ): 1 – 19 . 10.1111/j.1741-5446.1999.00001.x Giroux , H. and P. McLaren . 1986 . ‘ Teacher Education and the Politics of Engagement: The Case for Democratic Schooling ’. Harvard Educational Review 56 ( 3 ): 10 – 35

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Jeff Kirby

Education: The Case of Norway ”. Journal of Teacher Education for Sustainability 15 ( 1 ): 107 – 120 . 10.2478/jtes-2013-0007 Eyerman , Ron , and Andrew Jamison . 1991 . Social Movements: A Cognitive Approach . Cambridge : Polity Press . Fairlie

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Contending with school reform

Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans

Mathilde Lind Gustavussen

. “ Schooling in disaster capitalism: How the political right is using disaster to privatize public schooling ”. Teacher Education Quality 34 ( 2 ): 131 – 156 . Sanders , Raynard . 2015 . “ New Orleans publicly funded private school system ”. Souls 17

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Shih-Hsiung Liu

information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL

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Introduction

Digital Media and Contested Visions of Education

Wesley Shumar and Susan Wright

Africa can access the World Wide Web ( Parr 2013 ). The U.K.’s Open University’s ‘open distance learning approach’ develops materials suitable for mobiles or for printing in hard copies. According to its own website, the Teacher Education in Sub

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Creating a reflective space in higher education

The case of a Swedish course for professional principals

Katina Thelin

Process ( Boston : Heath & Co ). Darling-Hammond , L. ( 2006 ), Powerful Teacher Education ( San Francisco, CA : Jossey-Bass ). Ellström , P. ( 2006 ), ‘ Two logics of learning ’, in E. Antonacopoulou , P. Jarvis , V. Andersen , B

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Nikolett Szelei

, ( 2014 ), ‘ Teacher Education Curriculum for Teaching Immigrant Students in Portuguese Schools ,’ Sustainable Multilingualism 4 : 132 – 48 . 10.7220/2335-2027.4.9 Observação das Migrações [Observation of Migrations] ( 2018 ), Indicadores de

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Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

), ‘ Aggressive and tender navigations: teacher educators confront whiteness in their practice ’, Journal of Teacher Education 61 , no. 3 : 225 – 236 . https://doi.org/10.1177/0022487109359776 . 10.1177/0022487109359776 hooks , b . ( 1994 ), Teaching to