Thinking and Acting Across Ponds: Glocalized* Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education

Article


Fasching-Varner, Kenneth J., Desmarchelier, Renee P., Gerlach, David, Wiens, Peter, Schrader, P. G., Down, Barry, Stewart, Lindsay, Stone, Michaela, Bagnall, Nigel and Luke, Mareen. 2020. "Thinking and Acting Across Ponds: Glocalized* Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education." International Dialogues on Education: Past and Present. 7 (1), pp. 113-127.
Article Title

Thinking and Acting Across Ponds: Glocalized* Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education

ERA Journal ID212846
Article CategoryArticle
AuthorsFasching-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 TitleInternational Dialogues on Education: Past and Present
Journal Citation7 (1), pp. 113-127
Number of Pages15
Year2020
PublisherInternational Dialogues on Education
Place of PublicationGermany
ISSN2198-5944
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.

Keywordsglocality, teacher education, neoliberalism, educational reform, comparative education, free market, teacher education and training, higher education
ANZSRC Field of Research 2020390201. Education policy
390307. Teacher education and professional development of educators
Byline AffiliationsUniversity 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 OriginUniversity of Southern Queensland
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