Thinking and Acting Across Ponds: Glocalized* Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education
Article
Article Title | Thinking and Acting Across Ponds: Glocalized* Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education |
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ERA Journal ID | 212846 |
Article Category | Article |
Authors | Fasching-Varner, Kenneth J. (Author), Desmarchelier, Renee P. (Author), Gerlach, David (Author), Wiens, Peter (Author), Schrader, P. G. (Author), Down, Barry (Author), Stewart, Lindsay (Author), Stone, Michaela (Author), Bagnall, Nigel (Author) and Luke, Mareen (Author) |
Journal Title | International Dialogues on Education: Past and Present |
Journal Citation | 7 (1), pp. 113-127 |
Number of Pages | 15 |
Year | 2020 |
Publisher | International Dialogues on Education |
Place of Publication | Germany |
ISSN | 2198-5944 |
Web Address (URL) | https://www.ide-journal.org/article/2020-volume-7-number-1-thinking-and-acting-across-ponds-glocalized-intersections-of-trepidation-neoliberalism-and-possibilities-for-21st-century-teacher-education/ |
Abstract | This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fuelled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrolment, reduction, and accreditation within university-based teacher education and training pro- grams as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach ta- ken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue. |
Keywords | glocality, teacher education, neoliberalism, educational reform, comparative education, free market, teacher education and training, higher education |
ANZSRC Field of Research 2020 | 390201. Education policy |
390307. Teacher education and professional development of educators | |
Byline Affiliations | University of Nevada, United States |
University of Southern Queensland | |
Philipps-University Marburg, Germany | |
Murdoch University | |
Louisiana State University, United States | |
Northern Vermont University, United States | |
University of Sydney | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q776w/thinking-and-acting-across-ponds-glocalized-intersections-of-trepidation-neoliberalism-and-possibilities-for-21st-century-teacher-education
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