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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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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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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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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

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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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Introduction

Exceptionalism and Necropolitical Security Dynamics in Olympic Rio de Janeiro

Margit Ystanes and Tomas Salem

. Knopf . Furedi , Frank . 2006 . Culture of Fear Revisited . London : Continuum . Fylkesnes , Sandra . 2019 . “ Patterns of Racialised Discourses in Norwegian Teacher Education Policy: Whiteness as a Pedagogy of Amnesia in the National

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“Till I Have Done All That I Can”

An Auxiliary Nurse’s Memories of World War I

Michelle Moravec

who have the care of young children may acquire a practical as well as a theoretical knowledge of Froebel’s principles of education,” the league sponsored its own schools in addition to offering teacher education. 7 When World War I broke out, Clarke

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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

embraced the collaborative model at the time of our interviews with them (early in the second semester), forming and engaging themselves in groups of their own: Agata: In my previous [teacher] education I would trust only myself or notes from someone

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Jacqui Close

.C. ( 2016 ) ‘ Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education ’, Journal of Education for Teaching 42 , no. 4 : 378 – 386 . 10