Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning.

part 1|2 pages

Resisting the Power of Policy: The Scoring Consortium

chapter 1|20 pages

Schools of Education as Sites of Resistance

ByJulie Gorlewski, Eve Tuck

chapter 2|15 pages

EdTPA, Settler Colonialism and Antiblackness 1

ByEve Tuck, Julie Gorlewski

chapter 3|30 pages

The Alternative Scoring Consortium

ByJulie Gorlewski, Eve Tuck

chapter 4|21 pages

An Uneasy Relationship

The History of Teacher Education in the University 1
ByDavid Labaree

chapter 5|18 pages

Who Decides Who Becomes a Teacher?

ByJulie Gorlewski, Eve Tuck

part 2|2 pages

Rights and Responsibilities: Challenges of Resistance

chapter 6|15 pages

Who Has the Right to Decide?

ByDavid A. Gorlewski

chapter 7|16 pages

Collaboration in Isolation

Policy Paradox in edTPA
ByKiersten Greene, Julie Gorlewski

chapter 8|19 pages

Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy

ByNini Visaya Hayes, K. Wayne Yang

chapter 9|16 pages

For Whom Accountability Tolls

(Re)Visioning the Role of Pilots & Research in Teacher Education Policy
ByLimarys Caraballo, David Gerwin

chapter 10|10 pages

Missing the Mark

Indigenous Teacher Candidates and edTPA
ByHollie Anderson Kulago

chapter 11|15 pages

If Not Us, Then Who?

ByJulie Gorlewski, Eve Tuck