The Community as a Teacher Educator: Preparing Critically Conscious Teacher Candidates in Detroit

Popielarz, Kaitlin

doi:10.5040/9781350117211.ch-004

Cited by 3 publications

(3 citation statements)

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“…Although Detroit has always had silos of freedom spaces, in the past 10 years community-led organizations have coalesced around central fronts of struggle. Economic justice, water as a human right, educational liberation, and land-based struggles have garnered the attention of a nexus of youth, students, teachers, local activists, residents, popular educators, and allies (Popielarz, 2018; We the People of Detroit Research Collective, 2016). The effects of political economic oppression have not suppressed the will to live and flourish.…”

Section: Discussionmentioning

confidence: 99%

Opening Act: Neocolonial Urban Education Reform and the Detroit Public Schools

Suárez¹

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Urban educational systems have garnered focused examination as bastions of educational inequity, particularly along race and class cleavages. These systems are often cited as inefficient bureaucratic institutions plagued by financial mismanagement and political corruption that produce dismal achievement outcomes. Contemporary educational research demonstrates that neoliberal education reforms exacerbate racialized inequity, but we are less clear on the terms of this racialized inequity. Purpose/Objective/Research Question/Focus of Study: This article explores how we may deepen our conception of ghettoization, as espoused by Jean Anyon and others, and expand what is termed the social context of education to include a broader colonial history of the underdevelopment and control of educational institutions. This article examines the 1999 state-legislated intervention of the Detroit Public Schools (DPS) district, also known as Michigan Public Act 10. The reform transformed the district’s governance structure, which dissolved local elected control over the school system and centralized educative power in the city’s mayor and state governor. The key research question animating this analysis centers understanding the political economic impetus and effects of this educational reform. Engaging an internal colonial analytical framework, this article is a theory-driven analysis of the underlying dynamics that made the state-legislated reform possible. This analysis of the Detroit reform motivates a critical engagement of the colonial logics that have shaped the ontological position of colonial subjects, while conducting research that examines neoliberal urban education reform.

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Section: Discussionmentioning

confidence: 99%

Opening Act: Neocolonial Urban Education Reform and the Detroit Public Schools

Suárez¹

2021

Teachers College Record: The Voice of Scholarship in Education

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“…We see this hierarchy reproduced in educational policymaking, teachers’ professional development programmes, pre-service teachers’ education, and schools. This banking and extractivist approach reinforces the role of universities as ‘ivory tower’ (Geduld, Baatjes, and Sathorar 2020 ) looming above the community, and allowing only some subjects within that community to be ‘knowledgeable’ about their own experiences (Popielarz 2020 ).…”

Section: Are There Spaces Of Hope In a Neoliberal Context?mentioning

confidence: 90%

Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

Torres-Olave

González

2021

Cult Stud of Sci Educ

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In this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

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“…Similarly, Popielarz (2018) reveals the necessity of using the community as curriculum for preservice social studies teachers. In this way, beginning social studies teachers will be more likely to ask/reimagine what empowering, meaningful, and relevant social studies looks like in service to inclusive, sustainable, and equitable local communities (Popielarz, 2018).…”

Section: Place-basedmentioning

confidence: 99%