Search

In addition to its influences across economic, geopolitical, and social spheres, globalization has given rise to the notion of a 'global citizen' who is able to understand a shifting and more internationalized world while moving fluidly through it. Education has been trumpeted as the means to achieve this globally-aware citizenry, leading to an entire field of global citizenship education (GCE). Here teachers are the linchpin, yet understandings of globally-focused coursework in teacher education remain underdeveloped. This paper explores the 'global' within core courses in initial teacher education in Australia and interrogates the kinds of 'citizens' to be cultivated. We begin in our pilot study by canvassing university courses across Australian Group of Eight universities, and locating more global aspects of the courses, where available. Based on initial findings, we offer a dual-axis conceptual framework for guiding an 'alternative future' for GCE within teacher education. We then use the framework in a focused coding of one teacher education syllabus as an exemplar of its potential utility for examining the ways in which future teachers are encouraged, or not, to engage with broader geopolitical, sociocultural, and economic forces of globalization in the PreK-12 schools in which they will eventually teach.

This paper examines the pressures experienced by teachers as they strive to embody the Teach For America (TFA) motif of 'relentless pursuit'. It draws on interviews conducted with 36 teachers and uses a Bourdieuian analysis to consider the mechanisms of control manifested through socialization and corps member habituation. The findings suggest that corps members experience both symbolic and self-imposed overt violence as they aim to meet the demands of TFA. This has implications for the increasing number of teachers in programs around like TFA as well as the broader discourses of teacher accountability and the teaching profession.

In addition to its influences across economic, geopolitical, and social spheres, globalization has given rise to the notion of a 'global citizen' who is able to understand a shifting and more internationalized world while moving fluidly through it. Education has been trumpeted as the means to achieve this globally-aware citizenry, leading to an entire field of global citizenship education (GCE). Here teachers are the linchpin, yet understandings of globally-focused coursework in teacher education remain underdeveloped. This paper explores the 'global' within core courses in initial teacher education in Australia and interrogates the kinds of 'citizens' to be cultivated. We begin in our pilot study by canvassing university courses across Australian Group of Eight universities, and locating more global aspects of the courses, where available. Based on initial findings, we offer a dual-axis conceptual framework for guiding an 'alternative future' for GCE within teacher education. We then use the framework in a focused coding of one teacher education syllabus as an exemplar of its potential utility for examining the ways in which future teachers are encouraged, or not, to engage with broader geopolitical, sociocultural, and economic forces of globalization in the PreK-12 schools in which they will eventually teach. [ABSTRACT FROM AUTHOR]

This paper examines the pressures experienced by teachers as they strive to embody the Teach For America (TFA) motif of ‘relentless pursuit’. It draws on interviews conducted with 36 teachers and uses a Bourdieuian analysis to consider the mechanisms of control manifested through socialization and corps member habituation. The findings suggest that corps members experience both symbolic and self-imposed overt violence as they aim to meet the demands of TFA. This has implications for the increasing number of teachers in programs around like TFA as well as the broader discourses of teacher accountability and the teaching profession. [ABSTRACT FROM AUTHOR]