61.052 - Reengineering Teachers' Identities: Can We Resist, Appropriate, or Reverse the "New Professionalism"?

Session Type: Symposium

Abstract

Neoliberal reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher (Ball, 2001; Poole, 2008). This symposium explores current scholarship on the “new professionalism” that is emerging out of current reforms (Exworthy & Halford,1999), and provides studies of how it is manifested in university-based certification programs both through “fast track,” online programs and hybrid programs in which alternative certification (Teach for America, Teaching Fellows) programs partner with university-based programs. Characteristic of this new teacher will be discussed.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 3: Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development

Chair

• Gary L. Anderson, New York University

Papers

• A Framework for Studying Educator Resistance and Advocacy in the Context of New Professionalism - Gary L. Anderson, New York University; Michael Ian Cohen, University of Northern Colorado

• Cultivating Disruptive Subjectivities: Interrupting the New Professionalism - Kathryn G. Herr, Montclair State University

• Hybridizing Teacher Education: When University-Based Teacher Education and Alternative Pathways Collide - Angus Shiva Mungal, The University of Texas - El Paso

Discussants

• Ron Woo, New York University

• Tricia Niesz, Kent State University