Have you seen the JTE Insider blog managed by the Journal of Teacher Education editorial team? Check out the latest entry below.
In the editorial of the May/June 2016 issue of the Journal of Teacher Education, Carter Andrews, Bartell, and Richmond bring awareness to the recent teacher sick-outs in Detroit Public Schools as a way to illustrate the continued resistance to elements that serve to dehumanize the teaching profession. They write:
We are calling attention to the teacher sick-outs in Detroit and the factors leading up to them in these pages, because they represent one of the numerous examples throughout the country of educators’ resistance to the continued de-professionalization of teachers and teaching and the institutional and structural forms of dehumanization that teachers experience regularly. Furthermore, we believe teachers’ professional self-concept is negatively impacted by inequitable working conditions in many high-need schools and communities that are not present in schools that are resource-rich. (p. 170)
AACTE congratulates 2016 National Teacher of the Year Jahana Hayes, who teaches history at John F. Kennedy High School in Waterbury, Connecticut.
The Council of Chief State School Officers announced Hayes’ selection last week following a rigorous selection process. She will be honored Tuesday, along with the other three finalists and all of the state teachers of the year, by President Barack Obama in a ceremony at the White House.
Hayes, who has been in the classroom for more than 12 years, earned her bachelor’s degree in history and social science from Southern Connecticut State University and her master’s degree in curriculum and instruction from the University of Saint Joseph (CT).
AACTE has selected the Loyola Marymount University School of Education (CA) to receive the 2016 AACTE Best Practice Award in Support of Multicultural Education and Diversity. The award will be presented at the 68th AACTE Annual Meeting Welcoming Session, Tuesday, February 23, at The Mirage Hotel in Las Vegas.
All of the education programs at Loyola Marymount University (LMU) are grounded in principles such as the promotion of social justice, cultural responsiveness, inclusion, value and respect for all individuals, and leadership that is moral, intellectual, responsible, and caring. Their effectiveness is evident in the conceptual framework, curriculum, commitment of faculty and staff, and the culturally and linguistically diverse teacher candidates and students throughout the programs.
The events that recently took place at the University of Missouri are not isolated incidents. Sadly, they are only the most recent examples of a growing trend and reflect the injustices on campuses and in communities across the United States and worldwide. Rather than use this space to recapitulate these events, we instead consider how and why the field must be responsive to these injustices, how we should use these events to make decisions about instruction and about the culture we establish in our classrooms, and how we might use our scholarship to aid in the struggle for justice.
On one hand, acts of injustice seem incompatible with the culture of higher education—which is supposed to support rational thinking, human rights, and informed debate. Yet even at institutions of higher education, where most individuals consider themselves scholars, each of us carries with us experiences, prejudices, and perspectives that are not informed by scholarly work or debate. We cannot take the position that we are “above” the prejudices and stances which have long personal and sociological histories.