The Experts below are selected from a list of 28002 Experts worldwide ranked by ideXlab platform

Rebecca Weber - One of the best experts on this subject based on the ideXlab platform.

Samson Macjessie-mbewe - One of the best experts on this subject based on the ideXlab platform.

  • Creating Educational Foundations in Developing Countries: Knowledge Challenges for the Tertiary Education of Secondary School Teachers in Malawi
    Higher Education Policy, 2005
    Co-Authors: Dixie Maluwa-banda, Samson Macjessie-mbewe
    Abstract:

    Teacher education is an essential part of the teacher development process that deals with the art of acquiring knowledge, attitudes, and skills for the teaching profession. This paper discusses the creation of an Educational Foundations (EDF) knowledge base and the challenges for the tertiary education of secondary school teachers, using the University of Malawi's Faculty of Education as a case study. The University's EDF courses are broadly conceived fields of study, the content of which is drawn from various academic social science disciplines. Challenges include a heavy reliance on cross-cultural borrowing, a lack of indigenous textbooks, and inappropriate teaching and learning strategies in the delivery of course content. In order to address these issues, the authors propose the following measures: a comprehensive curriculum review, the strengthening of information technology resources, and the establishment of professional associations that can network throughout the South African Development Community and African Union regions.

Kiwanuka Tonny Lubwama - One of the best experts on this subject based on the ideXlab platform.

Bradley J. Porfilio - One of the best experts on this subject based on the ideXlab platform.

  • Revitalizing the Field of Educational Foundations and PK-20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism.
    Educational Studies, 2015
    Co-Authors: Nicholas D. Hartlep, Bradley J. Porfilio
    Abstract:

    In this article, we situate the imminent extinction of Educational Foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also reaffirm why the field of Educational Foundations is important for this particular historical moment. In an effort to fight neoliberalism's stranglehold on PK–20 education, we provide guideposts for other like-minded critical educators. Specifically, these guideposts speak to why Educational Foundations are (despite their maltreatment and marginalization) an integral part to PK–12 teacher preparation and provide a call to action requiring Educational Foundations faculty members to inform those who still do not know that schools serve to reinforce the existing power, political, race, and economic relations.

  • From the Editors: The Extinction of Educational Foundations
    Educational Foundations, 2015
    Co-Authors: Nicholas D. Hartlep, Bradley J. Porfilio
    Abstract:

    On September 27, 2012, John R. Silber died--he was 86 years old. From 1971 to 1996 Silber led Boston University (BU) as its President, and from 1996 to 2002, as BU's Chancellor. From 2002 to 2003 he again served as President (Ad Interim), and from 2003, until his death in 2012, he held the title of President Emeritus. Dr. Silber was known by Educational Foundations faculty to oppose their field of study. For example, Silber wished "to eliminate social justice from pre-service teacher education" (Neumann, 2009, p. 84), and his extremism against democratic education became most evident when it was discovered that he kept a private "blacklist" of professors whom he despised. (1) Silber's infamous animosity toward Foundations of Education was confirmed to the public when Educational Foundations at BU was closed (see Shea & Henry, 1986; Shea, Sola, & Jones, 1987). What happened at BU during the 1980s continues to be a trend at U.S. colleges and universities. For example, in 2011 the Social and Cultural Foundations doctoral track at the University of Cincinnati (UC) was suspended. So although UC still has an Educational Studies Ph.D., its track for Foundations has been replaced with a track that focuses on Methods, Educational Leadership, and Psychology (Shannon-Baker, Personal Communication, February 23, 2015). Too, it is becoming common for Educational Foundations and Cultural Studies programs to be merged. For example, at The University of North Carolina at Chapel Hill, the doctoral program in Social Foundations of Education was first transformed into Culture, Curriculum, and Change (CCC) and later morphed into Cultural Studies and Literacies (Jennings, Personal Communication, February 23, 2015). Meanwhile, in 2012, the Division of Educational Studies (DES) at Emory University learned their Division was one of several slated for closure (see Dunn & Faison, this issue). Silber's attitudes and actions signify an ever-narrowing path that Educational Foundations finds itself upon since the late 1970s: one of possible extinction. Intent of This Issue This special issue takes aim at exposing and analyzing an important trend: the reduction or outright elimination of Foundations coursework in teacher preparation. Our purpose in guest-editing this special issue is to unpack why Educational Foundations coursework and programs are being eliminated, why some Foundation scholars are deemed "undesirable colleagues" (cf., Parker, 1984) by their teacher-education colleagues, and why educating teachers to become classroom managers unabashedly takes priority over educating teachers to become thoughtful, moral agents of change and social transformation. The seven articles featured here effectively and precisely illuminate why Educational Foundations is a critical component in pre-service teacher education and critical for improving both the Educational experiences and quality of life of all students, families, and communities. As editors we solicited articles that could provide a range of theoretical, historical, and empirical analyses meant to unpack how and why Educational Foundations has been under such scrutiny, if not outright assault, in teacher education. We commend the contributing authors whose articles are meant to serve as guideposts for our Foundations and teacher education colleagues as well as Educational leaders who will be key in revitalizing the field of Educational Foundations (cf., Hartlep & Porfilio, 2015). By considering and understanding the value Educational Foundations coursework and programs add to the teacher preparation process, K-12 teachers and administrators as well as pre-service teacher educators and administrators may gain new perspectives, which hopefully will lead to sound practice, rather than sophist policies. Article Overviews In the first article, "The Shuttering of Educational Studies: Neoliberalism, the Political Spectacle, and Social Injustice at a 'World Class' University" the authors examine the closure of the Division of Educational Studies (DES) at Emory University. …

Gary D. Fenstermacher - One of the best experts on this subject based on the ideXlab platform.

  • Teaching Educational Foundations: Multiple Explorations of Pedagogy in Teacher Education
    The New Educator, 2007
    Co-Authors: Gary D. Fenstermacher
    Abstract:

    This article serves as an overview to a series of articles on the teaching of Educational Foundations in programs preparing teachers for elementary and secondary schools. The series consists of six articles, four of them written by collegiate faculty members who at one time apprenticed with this writer, plus this article and a brief concluding piece. This first article describes the context of the apprenticeship, the central conceptions guiding the pedagogy of the Educational Foundations course shared by all five authors, and introduces the four other authors.

  • Deriving a Pedagogy of Educational Foundations
    The New Educator, 2007
    Co-Authors: Gary D. Fenstermacher
    Abstract:

    This sixth and last paper in the series describes four elements believed to be crucial to a high quality pedagogy for Educational Foundations. These four elements are derived from a close reading of the previous papers. The work of Osguthorpe, Sanger, Haniford, and Mucher, four of the authors in this series, is cited as both a source for these elements and as illustrative of how the elements work in practice.