Imagining Schools Otherwise: Considerations from Pre-service and Inservice Teachers and School Leaders
Titles of Presentations in a Panel
Through the Eyes of Novice Teachers: Experiences with Professional Cultures Within and Outside of Neoliberal ‘No-Excuses' Charter Schools - William Waychunas, University of Michigan
“Why don’t I know this?!” – Student Reactions to Social Justice Pedagogy in Florida - Carolyne Ali-Khan, University of North Florida
Revisioning Educational Leadership Through Love and the Ancillary: A Critical Self-Study - Derek Markides, Principal, Foothills School Division, Alberta, Canada
Abstract
While the conversation around the purpose of education has been forever ongoing, the need to rethink the purpose of education through the eyes of current and future educators has become more acute over the past decade. Populist movements, fake-news, increasing wealth disparities and disastrous effects of multiple pandemics on historically marginalized communities ,and the ongoing assault of the teaching profession underscore the urgency of reframing the purpose of education. Neoliberal, centralized education has more than proved its destructive power. The papers in this session offer possibilities for moving forward with different visions of what education might be—students learn how to think rather than what to think, teachers are engaged and valued for the knowledge they bring to their work-places, and leadership can be a loving praxis that demonstrates care for teachers and learners. Paper #1 reconsiders professional culture through the eyes of new teachers who work in “no-excuses” charter schools. The author highlights the contradictions of bureaucratic structures as being both oppressive and supportive for new teachers and offers suggestions for change to prevent teacher turnover. Paper #2 explores the epistemological layering and emotional reactions of graduate education students in Florida as they begin to bring “controversial knowledge” about the history and oppression of diverse groups into their pedagogical consciousness. Paper #3 describes how through a bricolage self-study, one school principal has begun to envision leadership as affording relational pedagogies of love that blend care, commitment, knowledge, responsibility, respect, and trust.
Presentation Description
.
Location
Room 107
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Waychunas, William; Ali-Khan, Carolyne; and Markides, Derek, "Imagining Schools Otherwise: Considerations from Pre-service and Inservice Teachers and School Leaders" (2022). Curriculum Studies Summer Collaborative. 52.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/52
Imagining Schools Otherwise: Considerations from Pre-service and Inservice Teachers and School Leaders
Room 107
While the conversation around the purpose of education has been forever ongoing, the need to rethink the purpose of education through the eyes of current and future educators has become more acute over the past decade. Populist movements, fake-news, increasing wealth disparities and disastrous effects of multiple pandemics on historically marginalized communities ,and the ongoing assault of the teaching profession underscore the urgency of reframing the purpose of education. Neoliberal, centralized education has more than proved its destructive power. The papers in this session offer possibilities for moving forward with different visions of what education might be—students learn how to think rather than what to think, teachers are engaged and valued for the knowledge they bring to their work-places, and leadership can be a loving praxis that demonstrates care for teachers and learners. Paper #1 reconsiders professional culture through the eyes of new teachers who work in “no-excuses” charter schools. The author highlights the contradictions of bureaucratic structures as being both oppressive and supportive for new teachers and offers suggestions for change to prevent teacher turnover. Paper #2 explores the epistemological layering and emotional reactions of graduate education students in Florida as they begin to bring “controversial knowledge” about the history and oppression of diverse groups into their pedagogical consciousness. Paper #3 describes how through a bricolage self-study, one school principal has begun to envision leadership as affording relational pedagogies of love that blend care, commitment, knowledge, responsibility, respect, and trust.
