Walking the Road

In this skillfully written and incisive book, Marilyn Cochran-Smith guides the reader through the conflicting visions and ideologies surrounding the education of teachers for a diverse democratic society. Book jacket.

Marilyn Cochran-Smith is professor of education and the director of doctoral studies in curriculum and instruction at the Lynch School of Education at Boston College.

Series Foreword by James A. Banks

vii

Foreword by Jacqueline Jordan Irvine

xi

Acknowledgments

xv

Preface

xvii

1. Teacher Education for Social Justice: A Learning Problem and a Political Problem

1

(23)

Working the Dialectic

2

(2)

The Demographic Imperative

4

(3)

Conceptualizing Teacher Education: The Tensions Underlying Reform

7

(3)

Teacher Education for Social Justice as a Learning Problem

10

(6)

Teacher Education for Social Justice as a Political Problem

16

(6)

Teacher Education: A Learning Problem and a Political Problem

22

(2)

2. Against the Grain

24

(22)

Critical Dissonance and Collaborative Resonance

25

(3)

Teaching Against the Grain

28

(2)

Collaboration, Intellectual Work, and the Culture of Reform

30

(12)

Student Teachers as Reformers

42

(4)

3. Color Blindness and Basket Making

46

(18)

Learning the Discourse of Teaching: Contrasting Approaches

47

(2)

Constructing and Confronting Dilemmas

49

(13)

Beyond Color Blindness and Basket Making

62

(2)

4. Teaching for Social Justice

64

(19)

Teaching for Social Justice: Six Principles of Pedagogy

65

(14)

One Student Teacher's Experience: Inquiring into Social Justice

79

(3)

Conclusion: Learning to Teach for Social Justice

82

(1)

5. Blind Vision

83

(19)

Blind Vision: A Story from a Teacher Educator

84

(4)

Reading Teacher Education as Racial Text

88

(12)

Conclusion: Lessons Learned and Unlearned

100

(2)

6. The Outcomes Question in Teacher Education

102

(18)

Sorting Out the Outcomes Question

103

(1)

Long-Term Impact as Outcome

104

(3)

Teacher Test Scores as Outcome

107

(2)

Professional Performance as Outcome

109

(3)

The Outcomes Question: Grounds and Groundwork

112

(8)

7. Sticks, Stones, and Ideology

120

(20)

Marilyn Cochran-Smith and Kim Fries Professionalization and Deregulation: Unpacking the Discourse

120

(2)

Common Sense About Teacher Education Reform: Three Warrants for Action

122

(15)

Conclusion: The High Ground of Common Sense

137

(3)

8. Multiple Meanings of Multicultural Teacher Education

140

(16)

Understanding the Multiple Meanings of Multicultural Teacher Education: A Conceptual Framework

141

(2)

Multicultural Teacher Education: Eight Key Questions

143

(6)

Multicultural Teacher Education: External Forces

149

(3)

Conclusion: Sorting Out the Multiple Meanings

152

(4)

9. Teacher Education at the Crossroads: A Call to Action

156

(13)

Producing "Highly Qualified Teachers": The Need for Public Policy Critique

157

(5)

Strengthening the Social Justice Research Base in Teacher Education

162

(3)

Building on What We Have

165

(3)

Beyond the Crossroads

168

(1)

References

169

(18)

Index

187

(12)

About The Author

199

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Summary

Author Biography

Table of Contents

Supplemental Materials