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"Cornbleth, Catherine"
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Institutional Habitus as the de facto Diversity Curriculum of Teacher Education
The unofficial \"diversity curriculum\" of an urban high school and how it is negotiated by prospective teachers during field experience and student-teaching experiences are examined. The school setting, including the people within it, communicate messages such as \"who we are\" and \"how we do things here.\" The intermediary construct of institutional habitus is used theoretically and analytically to focus institutional setting and illuminate how it shapes prospective teachers' understanding and practice.
Journal Article
Images of America: What youth do know about the United States
Interviews with a diverse group of juniors and seniors from three secondary schools in the northeastern United States revealed substantial agreement in their image of America. Three themes predominated: inequity associateed with race, gender, socioeconomic status, or disability; freedom including rights and opportunites; and diversity based on race ethnicity, culture and geography. Three additional themes were voiced by at least one third of the students: America as better than other nations, progress and the American Dream. Crosscutting these themes were a sense of individualism or personalization and an incipient critique and/or activism expressed by more than 30% of the students. Sources of or influences on student´s images of America also were investigated as were changes over the times. Although not overly positive, what students do know about the United States is both realistic and supportive of the nation-state. There are, however, grounds for concern insofar as the major themes about which students agree play out differently for different individuals and groups, masking deep societal tensions and fissures. (DIPF/orig.)
Journal Article
Critical Theory(s)
This chapter is about a subset of theories called “critical,” not because they are negative but because they raise questions. Critical theory(s) raise questions about assumptions, implications, and who benefits from a situation or course of action. In so doing, critical theory and research encompass longer‐term processes and groups of individuals and their social location in time and place (i.e., history and institutional context). Thus critical theory challenges prevailing practices and seeks greater social justice rather than taking the status quo for granted.
After providing historical background with an emphasis on critical theory and social studies education, two 21st century accounts of critical theory with different emphases are offered. Together, they illustrate the scope of contemporary critical theory in social studies education and change over time. These conceptual illustrations are followed by synopses of three studies based on or reflecting aspects of critical theory(s) that span three generations of social studies scholar‐researchers.
Book Chapter
Ritual and Rationality in Teacher Education Reform
Commissioned reports calling for the reform of U.S. secondary schools have been followed by reports and recommendations for the reform of teacher education. Within the broader framework of the calls for school reform and the relatively brief history of institutionalized teacher education, this article critically examines the nature and implications of these calls. The article focuses on meanings given to reform, including the possibility of reform as ritual, and the technical rationality that seems to underlie the reform proposals. Consideration is then given to how teacher education reform efforts might address critical questions–particularly questions of purpose, substance, and value–that are largely neglected by the recent calls. (Note: Unless otherwise indicated, teacher education refers to the initial or preservice preparation of teachers.)
Journal Article