Building a One-Dimensional Teacher
Technocratic Transformations in Teacher Education Policy Discourses
Bibliographic Data
| ID | 8923807 |
|---|---|
| Authors | Elena Aydarova (0000-0002-0387-2889, Auburn University, corresponding author) |
| Year | 2021 |
| Volume | 57 |
| Issue | 6 |
| Pages | 670-689 |
| Publication date | 2021-09-23 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2021.1969934 |
| OpenAlex | W3202211825 |
| Language | EN |
| Citations received | 13 |
| References cited | 34 |
In the context of neoliberal reforms, teacher education policy discourses have shifted away from social justice imperatives toward technocratic approaches. I examine these shifts by applying the tools of critical policy and discourse analysis to accreditation standards and other policy texts of the last decade. Using Marcuse’s theory of one-dimensional subjects, I analyze how teacher education policy discourses position teachers as agents of social control whose work is to preserve the status quo and to legitimize the current structures of domination. This positioning is accomplished through the technocratization of teacher knowledge and depoliticization of diversity and equity in teacher preparation. The significance of this analysis lies in establishing connections between the technocratization of teaching pursued by the recent wave of teacher education policy discourses and the maintenance of inequality that teacher education redesign is expected to support
Mathematics education · Neoliberalism (international relations · Pedagogy · Political science · Politics · Social science · Sociology · Teacher education · Technocracy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies
Erasure, expert/ise, and educational “choice”
The challenges and prospects of intercultural adult education
Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education
Educación inclusiva de calidad
Forcing quality without substance
Playing Chess When You Only Have a Couple of Pawns
The rise of for-profit teacher preparation programmes
This is not a teacher
Claiming and reclaiming the voice of the profession
Racialized Change or Nominal Absorption? Racial Equity Discourses in District-wide Professional Development
Preservice Teachers' Conceptualizations of Equity and Equality
Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education
Solving' the curriculum resource 'problem'? A critical policy analysis
Technocracy and the Politics of Expertise
An Introduction to Discourse Analysis
Innovation and Accountability in Teacher Education
Knowledge, Education, and Cultural Change
Shadow Elite of Teacher Education Reforms
Marcuse's Challenge to Education
Caring
Readings for Diversity and Social Justice
Neoliberalized Knowledge
What is critical? Connecting policy analysis to political critique
Supporting Critical Multicultural Teacher Educators
Textual silence and the discourse of homelessness
Universal principles transform national priorities
Equity, democracy, and neoliberal assaults on teacher education
Critical Race Theory and the Whiteness of Teacher Education
Because It's Good for You
The Imperative of Social Foundations to (Urban) Education Research and Practice
A Lethal Threat to U.S. Teacher Education
From the Achievement Gap to the Education Debt
The New Teacher Education
Knowledge and Teaching
What Is Policy? Texts, Trajectories and Toolboxes
The new Leviathan
| Unique citing works | 13 |
|---|---|
| Citations per year | 3,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |