In the Pursuit of Transformative Justice in the Education of Teacher Educators
In the Pursuit of Transformative Justice in the Education of Teacher Educators
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追求师范教育的变革正义
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发表时间：
2020
期刊：
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通讯作者：
Jamy Stillman
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作者：
Mariana Souto;Jamy Stillman
虽然教师教育有着悠久的历史，但直到最近，学者们才认为有必要对教师教育者进行教育（Cochran-Smith，2003; Goodwin等人，2014; Stillman &安德森，2014）。在这些呼吁的基础上，在这期客座编辑的《新教育家》特刊中，题为“重新思考教师教育工作者的准备：以公平和正义为中心”，我们旨在引起人们对教师教育工作者教育的特殊框架和重点的关注。我们开始认识到教育本质上是政治性的，中立和客观主义的概念有助于掩盖当权者的利益，并保持不平等的等级制度（Freire，2000）。没有什么地方比教师教育更普遍的权力和等级问题，在那里，“白人的压倒性存在”（Sleeter，2001年）-在人口统计学，内容和价值观方面（米尔纳，皮尔曼和麦基，2013年）-持续存在，尽管越来越多的人意识到并努力破坏它。在这种情况下，我们理解到，师范教育者的教育可以起到“促进年轻一代融入现有制度的逻辑并使其符合这一逻辑，“或者它可以成为“自由的实践”，其中人们“批判性地和创造性地处理现实，并发现如何参与改造他们的世界”（弗莱雷，2000年，第26页）。因此，在师范教育者的教育中，教什么（和不教什么），以什么观点和价值观为中心（和去中心化），占据这些方案的机构（和那些缺失的），包括（和排除）的工具和材料，以及参与的社区（和那些被解雇的）都是政治选择。因此，在师范教育者的教育中有目的地将公平和正义置于中心地位变得至关重要，以免这一领域使不公平和不公正永久化和具体化。正如Freire（1996）提醒我们的那样，教育不一定会改变世界。教育可以改变人类--他们解读自己的方式以及他们在所居住的世界中的角色。只有当教育为人类的理解、身份和行动提供了一个关键的转变时，他们才能参与改变世界。作为教师教育工作者和教师教育研究者，我们的角色是帮助转变教育的公平和正义为导向的教师教育。然而，这取决于该领域致力于准备途径，使教师教育者能够学习如何采用以公平和正义为导向的教学方法。这一当务之急需要打破教师教育工作者教育方面的沉默（Cochran-Smith，2003年; Goodwin等人，二〇一四年Stillman &安德森，2014年），并与概念和经验的奖学金，帮助该领域了解和转变教师教育工作者如何教育教师谁可以时尚更有希望和公正的明天。围绕教师教育者的教育，通过理论上丰富和方法上不同的奖学金，新的教育者的这个特殊问题解决了以下问题：什么理论，方法和途径可能允许教师教育研究人员修改教师教育者的教育方式，中心的公平和正义的承诺？特刊由自由和新教育家2020年，第16卷，第1号，1-4 https://doi.org/10.1080/1547688X.2019.1698871
While the education of teachers has a longstanding history, only recently have scholars argued the need to educate teacher educators (Cochran-Smith, 2003; Goodwin et al., 2014; Stillman & Anderson, 2014). Building on these calls, in this guest-edited Special Issue of The New Educator entitled, “Rethinking the Preparation of Teacher Educators: Centering Equity and Justice,” we aim to draw attention to the particular framing and focus surrounding the education of teacher educators. We begin from a place of recognition that education is inherently political, and that notions of neutrality and objectivism serve to cloak the interests of those in power and to keep hierarchies of inequity in place (Freire, 2000). Nowhere are these issues of power and hierarchy more prevalent than in teacher education, where the “overwhelming presence of whiteness” (Sleeter, 2001) – in terms of demographics, content, and values (Milner, Pearman, & McGee, 2013) – persists, despite growing awareness of and efforts to disrupt it. Within this context, we understand that the education of teacher educators can either function “to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it,” or it can become “the practice of freedom” wherein people “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 2000, p. 26). Accordingly, in the education of teacher educators, what is taught (and not taught), the perspectives and values centered (and decentered), the bodies that occupy such programs (and those missing), the tools and materials included (and excluded), and the communities engaged (and those dismissed) are all political choices. Purposefully centering equity and justice in the education of teacher educators, thus, becomes crucial, lest the field perpetuate and reify inequity and injustice. As Freire (1996) reminds us, education does not necessarily change the world. Education can change human beings – the way they read themselves and their roles in the worlds they inhabit. Only when education affords human beings a critical transformation in their understandings, identities, and actions can they engage in transforming the world. As teacher educators and teacher education researchers, we see our roles as helping to transform the education of equityand justice-oriented teacher educators. Yet, this depends on the field committing to preparation pathways that privilege teacher educators’ learning about how to engage in equityand justice-oriented pedagogical approaches. This imperative requires moving beyond breaking the silence regarding the education of teacher educators (Cochran-Smith, 2003; Goodwin et al., 2014; Stillman & Anderson, 2014) and engaging with conceptual and empirical scholarship that helps the field to understand and transform how teacher educators educate teachers who can fashion more hopeful and just tomorrows. Centering the education of teacher educators, through theoretically rich and methodologically varied scholarship, this special issue of The New Educator addresses the following question: what theories, methods, and approaches might allow teacher education researchers to revision the education of teacher educators in ways that center commitments to equity and justice? The Special Issue is framed by a freedomand THE NEW EDUCATOR 2020, VOL. 16, NO. 1, 1–4 https://doi.org/10.1080/1547688X.2019.1698871