Critical Democracy in Teacher Education

Autor/inn/en	Crowley, Christopher B.; Apple, Michael W.
Titel	Critical Democracy in Teacher Education
Quelle	In: Teacher Education and Practice, 22 (2009) 4, S.450-453 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Stellungnahme; Democracy; Democratic Values; Teacher Role; Role of Education; Knowledge Level; Teacher Educators; Politics; Social Justice + Suchen Sie Ihr Suchwort? Demokratie; Lehrerrolle; Bildungsauftrag; Wissensbasis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Politik; Soziale Gerechtigkeit
Abstract	Underpinning many of the ongoing debates over the means and ends of teacher education are serious differences about the purposes of education in general and about the relationship between schooling and a democratic society in particular. At stake in these debates is the nature of what counts as "democracy," a word with multiple political meanings. In essence, one can distinguish what might be called "thin" versus "thick" democracy, with the former usually being based on commitments to the private good and to choice on a market and with the latter often seen as being more fully participatory and collective. Preparing teachers to support "thick" democratic values and principles should involve enabling them to deal critically with, and learn how to counter the efforts of, various ideological movements that wish to push education and all things social in "thin" and culturally repressive directions. These issues point to questions that need to be at the core of deliberations over the education of teachers. A firm critical grasp of the political underpinnings of culture and economy is significant. Thus, the central issue should be one of whose knowledge is privileged and whether claims to cultural authority are legitimate--and how teachers can understand and act accordingly. Future teachers also need to understand the nature and causes of the inequalities that are so visible in this society. Although fostering a critical understanding of this society and a commitment to social justice is crucial, it must be accompanied by a focus on critically democratic practices. Unless future teachers see that critical, democratically oriented practices in curricula, teaching, and evaluation are not simply Utopian--that they can be put into practice even under the difficult economic and political circumstances--the critically oriented perspectives that teacher educators may try to teach can easily be washed away under the daily pressures that make teachers' lives so fulfilling and difficult at one and the same time. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10