Against the Romance of "Traditional": Historicizing Teacher Education's Relationship to "Alternative Certification"

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-20 - Dreaming, Planning, Designing in Decolonizing Curriculum

Abstract

Recently, the make-up of teacher education has dramatically transformed alongside shifts in K12 and higher education. In initiatives fueled by teacher educators, teachers, unions, and political organizations, and in much of the teacher education literature, there exist deep tensions between “traditional” teacher education programs and (non-teacher/teacher educator) proponents of “alternatives” that aim to privatize and/or fast-track teacher preparation. Drawing from feminist memory work and institutional ethnographic methods across one major Midwestern research university and a smaller, Southern private liberal arts college, the paper seeks to make sense of the complex pull in teacher education research to defend itself as the rightful authority on preparing teachers and implications for efforts toward educational self-determination within decolonial movements against global racial, patriarchal capitalism.

Authors

• Erin Lee Dyke, Oklahoma State University

• Zachary A. Casey, Rhodes College