Table Of ContentWHO DECIDES WHO BECOMES A
TEACHER?
Who Decides Who Becomes a Teacher? extends the discussions and critiques of
neoliberalism in education by examining the potential for Schools of Teacher
Education to contest policies that are typical in K-12 schooling. Drawing on a
case study of faculty collaboration, this edited volume reimagines teacher
preparation programs as crucial sites of resistance to, and refusal of, unsound
education practices and legislation. This volume also reveals by example how
education faculty can engage in collaborative scholarly work to investigate the
anticipatedandunanticipatedeffectsofpolicyinitiativesonteachingandlearning.
Julie Gorlewski is Associate Professor and chair of the Department of Learning
and Instruction at the University at Buffalo, The State University of New York,
USA.AformerEnglishteacherandeditorofEnglishJournal,shehaspublishedten
books and numerous articles and book chapters.
EveTuckisAssociateProfessorofCriticalRaceandIndigenousStudies,Ontario
Institute for Studies in Education, and Canada Research Chair of Indigenous
Methodologies with Youth and Communities, University of Toronto, Canada.
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WHO DECIDES WHO
BECOMES A TEACHER?
Schools of Education as Sites of
Resistance
Edited by Julie Gorlewski and Eve Tuck
Firstpublished2019
byRoutledge
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CONTENTS
List of tables vii
Acknowledgements viii
List of contributors ix
PART1
Resisting the Power of Policy: The Scoring Consortium 1
1 Schools of Education as Sites of Resistance 3
Julie Gorlewski and Eve Tuck
2 EdTPA, Settler Colonialism and Antiblackness 23
Eve Tuck and Julie Gorlewski
3 The Alternative Scoring Consortium 38
Julie Gorlewski and Eve Tuck
4 An Uneasy Relationship: The History of Teacher Education
in the University 68
David Labaree
5 Who Decides Who Becomes a Teacher? 89
Julie Gorlewski and Eve Tuck
vi Contents
PART2
Rights and Responsibilities: Challenges of Resistance 107
6 Who Has the Right to Decide? 109
David A. Gorlewski
7 Collaboration in Isolation: Policy Paradox in edTPA 124
Kiersten Greene with Julie Gorlewski
8 Decouple Your Train, or How Schools of Teacher Education
Might Yet Resist White Supremacy 140
Nini Visaya Hayes and K. Wayne Yang
9 For Whom Accountability Tolls: (Re)Visioning the Role of
Pilots & Research in Teacher Education Policy 159
Limarys Caraballo and David Gerwin
10 Missing the Mark: Indigenous Teacher Candidates and edTPA 175
Hollie Anderson Kulago
11 If Not Us, Then Who? 185
Julie Gorlewski and Eve Tuck
Appendix 200
Index 205
TABLE
3.1 The Alternative Scoring Consortium Project 53
ACKNOWLEDGEMENTS
This volume is the result of a collaborative research project that involved teacher
educators working throughout New York State. We owe a debt of gratitude to
our colleagues who participated in the edTPA Scoring Consortium: Lindamichelle
Baron, David A. Gorlewski, Deborah Greenblatt, Kiersten Greene, Laura Kaplan,
Kate O’Hara, David Smukler, Mariana Souto-Manning, and Anne Burns Thomas.
Thank you for your generosity in sharing your intellectual labor, your expertise,
and your passionfor thiswork. Weare alsoimmensely appreciative of the students
across New York State who so graciously shared their portfolios with us. We are
happy to include David Labaree’s previously published chapter, and value his
collegiality and encouragement. Likewise, the contributions of the critical
discussants Limarys Caraballa, David Gerwin, Nini Vasaya Hayes, Hollie Anderson
Kulago, and K. Wayne Yang added essential perspectives to this project. We are
grateful to Catherine Bernard, whose belief in the premise and promise of this
book pushed us forward time and time again, and to Deanna Del Vecchio, whose
talents were invaluable in completing the volume. Books represent pieces of our
lives,andwearethankfultoourpartnersandourfamilies,whosegeneroussupport
of our work means more than words can say.
CONTRIBUTORS
Limarys Caraballo, Queens College, City University of New York
LimarysCaraballoisAssociateProfessorofEnglishEducationatQueensCollegeand
Urban Education at The Graduate Center, City University of New York, and
Research Fellow of the Institute for Urban and Minority Education at Teachers
College.Herresearchinterestsincludeparticipatoryactionresearchandtheidentities
andliteraciesofhistoricallymarginalizedstudentsandcommunities.
David Gerwin, Queens College, City University of New York
David Gerwin is Professor of Secondary Education (Social Studies) at Queens
College and Urban Education at the Graduate Center, City University of New
York. He chairs the QC chapter of the PSC-CUNY, the faculty & staff union,
has served on two NYS edTPA task forces, and is interested in high-stakes
assessment, authentic pedagogy, teacher research and faculty union activism.
David A. Gorlewski, University at Buffalo, State University of New York
David Gorlewski teaches courses in educational leadership at the University at
Buffalo, State University of New York. His scholarly work revolves around
school reform, standardized testing, and professional dispositions.
Julie Gorlewski, University at Buffalo, State University of New York
Julie Gorlewski is Associate Professor and chair of the Department of Learning
and Instruction at the University at Buffalo, State University of New York. Her
