Ideologies in Education: Unmasking the Trap of Teacher Neutrality

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Peter Lang, 2008 - Education - 292 pages
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Ideologies in Education: Unmasking the Trap of Teacher Neutrality powerfully exposes the invisible yet pervasive nature of oppressive dominant ideologies, the urgent need to articulate their existence, and the harmful impact they have on education. The solutions to many of the educational challenges facing subordinated students are not purely technical or methodological in nature, but are instead rooted in commonly unacknowledged discriminatory ideologies and practices. The invisible foundation (hegemonic ideologies that inform our perceptions and treatment of subordinated students) needs to be made explicit and studied critically in order to comprehend the challenges presented in minority education - and possible solutions - more accurately. This book confronts the continuing existence and vigorous resurgence of not-easily-named discriminatory perspectives toward students from subordinated cultural groups, as well as their numerous manifestations in schools, and identifies the measures necessary to neutralize unequal material conditions and biased beliefs. Contributors courageously address these issues and ideologies at both the practical and theoretical levels. Ideologies in Education is indispensable for courses that examine multiculturalism, the sociocultural dimensions of education, minority educational issues, and cultural studies.
 

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Contents

The Consequences of Practicing
29
Underprepared Veteran Special Education Teachers Reliance
49
Agency and Pedagogies
97
Critically Examining Beliefs Orientations Ideologies
117
Guiding All Students Into
135
Im White Now What? Setting a Context for Change
161
Mainstream
181
Mapping the Terrains of Ideology in New Urban
207
One Teachers Journey
231
Authentic Caring Among
251
The Importance of Ideology in Contemporary Education
265
Contributors
271
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About the author (2008)

The Editor: Lilia I. Bartolomé is Associate Professor in the Applied Linguistics Graduate Program at the University of Massachusetts, Boston. Bartolomé holds a Ph.D. in language, literacy, and culture from Stanford University. Her research interests include the preparation of effective teachers of second language learners in multicultural contexts. In particular, Bartolomé examines teachers’ ideological orientations around their work with linguistic minority students as well as their actual classroom practices with this student population. Her recent publications include editing a special issue of Radical Teacher on the English-only movement and contributing a co-written article, «Naming and Interrogating Our English-only Legacy.» She has also written «Critical Pedagogy and Teacher Education: Radicalizing Prospective Teachers», published in the Journal of Teacher Education, and is the author of the following books: The Misteaching of Academic Discourses (1998), Immigrant Voices: In Search of Pedagogical Equity (2000, co-editor and author with Henry Trueba), and Dancing with Bigotry: The Poisoning of Culture (2000, co-author with Donaldo Macedo).

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