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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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“Farmers Don't Dance”

The Construction of Gender in a Rural Scottish School

Fiona G. Menzies and Ninetta Santoro

understand how gender is not a natural taken-for-granted way of being, but a social construct, one that is discursively shaped by everyday practices, including those of schooling. Potentially, initial teacher education and continuing professional development

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Fatima Khan, Claudia Mitchell, and Marni Sommer

substance and politics of women’s concerns’ (2000: 255). Moreover, gender equality work in teacher education cannot only focus on teaching strategies to encourage girls’ participation, but must connect with teachers’ own gender perspectives, concerns

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Introduction

Theorizing Boys’ Literacies and Boys’ Literatures in Contemporary Times

Garth Stahl and Cynthia Brock

. doi:10.1108/ETPC-06-2015-0050 . Cervetti , Gina , James Damico , and P. David Pearson 2006 . “ Multiple Literacies, New Literacies, and Teacher Education .” Theory into Practice 45 ( 4 ): 378 – 386 . doi:10.1207/s15430421tip4504_12 . 10

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Monica Reichenberg

Expectations?” Journal of Science Teacher Education 18, no. 4 (2007):599–628. 5 Sture Långström, “Författarröst Och Lärobokstradition: En Historiedidaktisk Studie” (PhD diss., Umeå universitet, 1997). 6 Ibid. 7 Päivi Atjonen, Irmeli Halinen, Seppo Hämäläinen

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“I Hope Nobody Feels Harassed”

Teacher Complicity in Gender Inequality in a Middle School

Susan McCullough

Journal of Teacher Education 34 , no. 1 : 54 – 68 . 10.14221/ajte.2009v34n1.5 Dewhurst , Marit . 2014 . Social Justice Art: A Framework for Activist Art Pedagogy . Cambridge, MA : Harvard Education Press . Eliasson , Miriam A. , Kerstin

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Eva Insulander, Fredrik Lindstrand, and Staffan Selander

, no. 1 (2000): 30–43. 2 Matthew Koehler and Punya Mishra, “What Is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9, no. 1 (2009): 60–70. 3 Pithamber Polsani, “Use and Abuse of Reusable Learning

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Working with the Cold War

Types of Knowledge in Swedish and Australian History Textbook Activities

Niklas Ammert and Heather Sharp

Since 2006 the government has initiated teacher education reforms, revised curricula and syllabi, and introduced a new grading scale and stricter requirements for upper secondary school. All of these educational reforms are intended to strengthen Sweden

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A Literacy Landscape Unresolved

Beyond the Boy Crisis and into Superhero Fiction

Michael Kehler and Jacob Cassidy

, Behaviour, Confidence . Paris : OECD Publishing . Petrone , Robert . 2013 . “ Linking Contemporary Research on Youth, Literacy, and Popular Culture with Literacy Teacher Education .” Journal of Literacy Research 45 ( 3 ): 240 – 266 . 10

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Marc Kropman, Carla van Boxtel, and Jannet van Drie

: Balancing between Historical Facts and Interpretation,” Teaching and Teacher Education 56 (2016): 94–105, doi:10.1016/j.tate.2016.02.005. 48 Albert van der Kaap, Enquête Nieuwe Examenprogramma Voor Het Vak Geschiedenis [Enquiry new exam program for