Measured Vulnerability: Teaching for Social Justice in Unsettling Times

Autor/inn/en	Elliott, Kathleen O.; Blair, Elizabeth E.
Titel	Measured Vulnerability: Teaching for Social Justice in Unsettling Times
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 2, S.229-239 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elliott, Kathleen O.) ORCID (Blair, Elizabeth E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1681550
Schlagwörter	Social Justice; Preservice Teacher Education; Neoliberalism; Higher Education; Educational Administration; Politics of Education; Teacher Educators; College Faculty; Diversity; Teaching Methods; Personal Narratives; Ideology; Resistance (Psychology); Wisconsin + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational policy; Bildungspolitik; Teacher education; Education; Lehrerbildung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Ideologie; Resistenz
Abstract	This essay explores the implications of new managerialist policies entwined with right-wing ideological challenges for social justice teaching in higher education. We engage with reflexive memos of our experiences as social justice teacher educators and scholars, placing them in institutional and political context, to frame an analysis of how increased calls for faculty accountability to legislators, administrators, and the public, coupled with an increase in surveillance of faculty practice, threaten to undermine social justice work in higher education. By weaving personal narratives into our analysis, we aim to hold together the broader sociopolitical context and the complexities of our individual everyday lives as faculty members, interrogating the nuances of growing inequalities in ways that can contribute to their undoing. We raise questions about the implications of these processes for our own work, for our students, and for the children they will one day teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01