Lexington Books
Pages: 322
•
Trim: 6½ x 9½
978-1-4985-2465-0 • Hardback • May 2017 • $143.00 • (£110.00)
978-1-4985-2466-7 • eBook • May 2017 • $135.50 • (£105.00)
Fatma Mızıkacı is associate professor at the faculty of educational sciences at Ankara University.
Guy Senese is professor in foundations of education in the Department of Educational Leadership at Northern Arizona University.
Contents
Foreword
Corrine Glesne
Editors’ Preface: Public Education, the Social Contract and a Teacher’s Conscience
Fatma Mızıkacı and Guy Senese
Acknowledgments
Introduction
Fatma Mızıkacı and Guy Senese
Prologue
Peter McLaren
Part One
Power, Authority and Authoritarianism in a Neoliberal Era
Chapter 1: Room 5: The Teacher’s Authority: Conscience and the Challenge to Educate
Guy Senese
Chapter 2: Being a Teacher in Turkey: Formation, Shift, Disintegration and Resistance
Ayhan Ural; Translated by Dilara Clarkson
Chapter 3: Authority and Power in the Classroom
Mustafa Sever and Birol Algan
Chapter 4: Colleges of Education and the Making of the Neoliberal University
Joseph C. Wegwert and Jean Ann Foley
Chapter 5: Exotic Pedagogy and the Critical Authority of Love
Jim Manley
Part Two
Undermined Authority and the Endangered Teacher-Intellectual
Chapter 6: Ideological Proletarianization of Teacher Educators in Turkey
Yasemin Tezgiden Cakcak
Chapter 7: The Trouble with Technicians: False Standards and the Collapse of Teacher Autonomy
Brian Andrew Stone
Chapter 8: Teacher Authority, Autonomy and Authoritarianism in Turkish Vocational High School
Hasan Hüseyin Aksoy and Ebru Eren Deniz; Translated by Suna Karakaş
Chapter 9: Seek and Hide: Teach For America’s Strategies of Education Reform
Barbara Torre Veltri
Chapter 10: Reclaiming Academic Freedom and Shared Governance: Comparative Reflections from Kenya and USA
Ishmael Munene with Guy Senese
Part Three
Critical Impacts in Social Justice and Diversity
Chapter 11: Curriculum and State Control: The Case of Arizona’s Mexican-American Studies Program
Frances Julia Riemer
Chapter 12: A Tale of Teacher Induction in a Culturally Diverse Setting: Challenges in Southeastern TurkeyMustafa ÖztürkChapter 13: Fostering Indigenous Teacher Voice and Autonomy Gretchen McAllister with Damien Jones
Chapter 14: Indigenous Community Belief and Contested Dimensions of Student’s Rights and the Teacher’s Authority
Gerald K. Wood and Christine K. Lemley with Anaheed Hill
Chapter 15: Students’ Freedom and the Authority of Regulation: The Real and the Ideal
Pelin Taşkın
Chapter 16: Recovering Inclusion for Democracy and Special Education in an Era of Reform
Karen Sealander, Christopher Lanterman, Michelle Novelli, Laura Sujo-Montes and Adam Lockwood
Bibliography
About the Contributors
Comingtogether for what may seem an unlikely collaboration of scholars fromTurkey and the United States, each of these teachers of conscience (hocam)grapple with authentic inquiry into forms of teacher authority to groundeffective and sustained struggle for freedom. They work within andagainst the naked instrumentalism of global neoliberalism that seeks toannihilate citizen agency as it transforms all levels of schooling intopreparation for a new world order of alternative facts, exponentialeconomic exploitation, and unfettered ravaging of the planet. As these progressive colleagues bearwitness, the fire of their passion and the courage of their action inspirea profound sense of urgency that compels readers to take new action.
— Carolyne J. White, Rutgers University-Newark
Can teachers save nations? Has democracy really slipped into the abyss in the teaching profession in Turkey and also in the United States? This courageous book, the brainchild of Mızıkacı and Senese, ushers a brave clarion call in essays for all of us who revere and respect the teaching profession, democratic academic process and the treasured ultimate outcome: enlightened, caring students. Truly a collection to ponder and use as a basis of action to calibrate the profession.
— Frankie Hutton, NJ State Amistad Commissioner
A Language of Freedom and Teachers Authority: Teacher’s Authority: Case Comparisons from Turkey and the United States seems to be a product of big efforts especially in its focus on the topics rarely discussed in Turkey. I believe this reading inspires teachers and academics to withstand in defiance of their freedom in the classroom even though they have to teach in a hegemonic system. In this regard this book is a big contribution to the field as it addresses to practitioners particularly.
— Rıfat Okçabol, Boğaziçi University