crawleybedchapterphd2004.doc - Critical Transformative Teacher Education a four-year Marxist undergraduate programme for student teachers contexts

crawleybedchapterphd2004.doc - Critical Transformative...

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Critical Transformative Teacher Education: a four-year Marxist undergraduate programme for student teachers: contexts, intents, constraints and effects Paper presented at the British Education Research Association Annual Conference, Manchester Metropolitan University, England, Sept, 2004. Dave Hill Professor of Education Policy at the University of Northampton, England Chief Editor, The Journal for Critical Education Policy Studies Citation: Hill, D. (2004) A Critical Transformative Teacher Education: a four-year Marxist undergraduate programme for student teachers: contexts, intents, constraints and effects. Paper presented at the British Educational Research Association (BERA) Annual Conference. Manchester Metropolitan University, Sept 14- 18. Online at In this paper, I reflect on and evaluate a four year full-time programme that I developed and led for five years 1990-1995 for mature (i.e. over 21 years old) students in urban, multi-ethnic, working class Crawley, West Sussex, UK. This program attempted to develop `critical reflection' in teachers based on Marxist class analysis, a metanarrative of economic and social justice, a critical analytical evaluation of their own practice and of the school-sites where they were based, and a commitment to developing teachers as public transformative intellectuals. This was in contrast to the increasingly (and now, overwhelmingly) technicist, site-based, and de- theorised teacher education/ preparation programmes in England and Wales. As Course Leader and Developer, I selected a number of Marxist/ radical/ transformative staff, focused on selecting radicalised students for entry to the programme, tried to select schools with a radical/ socialist/ anti- racist, anti- sexist ethos and staff, and developed what I hoped would be a critical transformative, theorised and effective curriculum content- with varying degrees of success. In this paper I situate the programme within its ideological and policy contexts engage in a `ten years on' evaluation of the ideological effectiveness of the program based on individual and small group interviews with the ex-students (now teachers) who qualified in 1994/5 evaluate both the effectiveness (in ideological and skill terms) of the programme
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try to ascertain and question the likely effects of Radical Left/ Marxist programmes in current capitalist society, within the context of contemporary developments in `critical' and `critical revolutionary' teacher education programmes. Key words: Teacher Education, Teacher Preparation, Critical Pedagogy, Critical Revolutionary Pedagogy, Ideology, Critical Reflection, Ideological Value Added Critical Transformative Teacher Education: a four-year Marxist undergraduate programme for student teachers: contexts, intents, constraints and effects Outline of Paper 1. Abstract: Aims of the paper 2. The Crawley B.Ed. Course: aims characteristics 3. The global and national ideological contexts: global neo-liberalism the compression and suppression of critical space in education and society
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