(NAME-MCE) Call for Proposals on Community-Based Teacher Education Program

[eva gerente]

Call for Proposals: 
COMMUNITY-BASED TEACHER EDUCATION PROGRAMS  
Contact:  Eva Yerendé at yerende at uta.edu
 
Proposed Panel from Committee 1 of the 
Council of Anthropology and Education (CAE) for the
106th AAA Annual Meeting, Nov 28 - Dec 2
Washington, DC. 


Session Abstract 
Popular images of classroom teachers tend to build
upon the mythology of the "solitary hero/heroine" who
works against all odds to move students to the
"promised land" of academic achievement (ex. popular
movies such as Dangerous Minds, Stand and Deliver, &
Dead Poet's Society). This mythology is also
reinforced in professional and academic circles that
favor quantifiable measures of academic achievement
traced back to individual classroom teachers (Sanders
& Horn, 1994). 

Against these dominant discourses, this panel looks at
community-based models of teacher education, teacher
recruitment, and teacher mentoring.  Using a
socio-cultural approach to schooling influenced by the
work of Gonzalez, Moll, & Amanti (2006), Levinson,
Foley, & Holland (1996), Giroux (2006), and Macedo
(1997) among others, we approach schooling as a
transformative space of intense social interaction
through which local communities (re)define their
collective identities.  

In this panel, we aim to include presentations that
can help us address any of the following questions
with theoretical and/or empirical/fieldwork-based
research:  What do community-based models of teacher
education look like and what do they have to offer as
an alternative to the bureaucratic model of schooling
in which teachers and students alike are
conceptualized as "free agents" hence the mythology of
the "solitary hero/heroine"?  To what extent do the
notions of "highly qualified teachers" and
"accountability" serve (or fail to serve) the
interests of teacher education programs and
minoritized communities alike?  What role do language,
culture, and immigration play in the
(re)conceptualization of schooling as a transformative
space of intense social interaction through which
local communities and higher education institutions
(re)define themselves?   

The papers included so far look at specific teacher
education programs in three different locales in the
USA: a private liberal arts college in rural
Tennessee, a small private university in an urban
center in the Pacific Northwest, and a public
university in a major urban community in Northern
Texas.  

If interested, please email Eva Yerendé, at
yerende at uta.edu or evagerente at hotmail.com by March 20,
2006. 

Your abstract needs to be 250 words or less typed in
12’ New Times Roman font, single centered, and with a
title in bold.   Please, include your name,
affiliation, e-mail address, and three keywords.  



References

Giroux, H.  (2006).  The Giroux Reader.  Boulder: 
Paradigm Publishers. 

Gonzalez, N., Moll, L. C., & Amanti, C.  (2006). 
Funds of Knowledge:  Theorizing 
practices in households, communities, and classrooms. 
New Jersey:  Lawrence Erlbaum Associate Publishers.  

Levinson, B, Foley, D., Holland, D.  (1996).  The
cultural production of the educated 
person:  Critical ethnographies of schooling and local
practice.  Albany, NY:  SUNY.  

Macedo, D.  (1997).  An anti-method pedagogy:  A
Freirian perspective.  In P. Freire, J. 
W. Fraser, D. Macedo, T. McKinnon, & W. T. Stokes
(Eds.), Mentoring the Mentor:  A critical dialogue
with Paulo Freire (pp. 1-9).  New York:  Peter Lang
Publishing, Inc.  

Sanders, W. L., & Horn, S.P.  (1994).  The Tennessee
value-added 
assessment system (TVAAS):  Mixed-model methodology in
educational assessment.  Journal of Personnel
Evaluation in Education, 8(3), 299-311.



 
____________________________________________________________________________________
Bored stiff? Loosen up... 
Download and play hundreds of games for free on Yahoo! Games.
http://games.yahoo.com/games/front