The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society.
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{"title":"Being and Becoming a Teacher in Neoliberal Times","authors":"Andrew Foran, Magnus Levinsson","doi":"10.29173/pandpr29394","DOIUrl":"https://doi.org/10.29173/pandpr29394","url":null,"abstract":"Editorial","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46357551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education.
{"title":"Student Teachers’ Storytelling: Countering Neoliberalism in Education","authors":"Ola Henricsson","doi":"10.29173/pandpr29396","DOIUrl":"https://doi.org/10.29173/pandpr29396","url":null,"abstract":"Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46213965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.
{"title":"Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience","authors":"Ilona Rinne","doi":"10.29173/pandpr29401","DOIUrl":"https://doi.org/10.29173/pandpr29401","url":null,"abstract":"Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29401","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43078921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.
{"title":"Professional Ethics as Experienced by Student Teachers: A Neoliberal View","authors":"M. Cronqvist","doi":"10.29173/pandpr29400","DOIUrl":"https://doi.org/10.29173/pandpr29400","url":null,"abstract":"Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.","PeriodicalId":43858,"journal":{"name":"Phenomenology & Practice","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/pandpr29400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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