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CALL FOR CHAPTER PROPOSALS
ATE’s Commission on Agency in Teacher Education has released the following Call for Chapter Proposals.
WORKING TITLE: Agency in Teacher Education
EDITORS: Ryan Flessner, Grant Miller, & Kami Patrizio
PUBLISHER: Rowman & Littlefield
SCOPE AND PURPOSE: Teacher education can serve as a mechanism to reclaim teacher agency. This book will examine ways teacher education can empower future teachers to meet students’ needs, enact sustainable school change, serve communities, and reconstruct citizenship in a global society. In order to address this purpose, the book will examine and challenge traditional understandings of:
• who educates teachers,
• what counts as knowledge in teacher education,
• where that learning occurs, and
• how teachers build on this knowledge to work toward change.
The book will be divided into three sections. Each section will highlight a domain of agency within the field of teacher education: individuals, communities, and organizational systems. Below, each section is described:
Agency as Critical Reflection (individuals): The purpose of this section is to explore how teacher educators encourage individuals to critically reflect on personal experiences and perceptions, what prompts this critical reflection, and how to act upon this new evolved understanding of the self and society. Chapters in this section will explore how teacher education can provide the triggering mechanisms for critical reflection and facilitate a sense of agency within the individual.
Essential questions for this section might include:
• What are university- and field-based educators doing to create learning environments in which they can learn about themselves and their practice?
• How can we know that individuals are critically reflecting on their personal sense of agency and factors that influence their sense of agency?
• What research methodologies allow us to examine critical reflection?
Foundational readings for this section include:
• Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
• van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6 (3) 205-208.
• Zeichner, K. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.
Section Editors: Grant R. Miller, Southern Illinois University Carbondale (gmiller@siu.edu; 618-453-4250);
Christie McIntyre, Southern Illinois University Carbondale (cherimc@siu.edu; 618-453-4245)
Agency as Contextualized Activism (communities): The purpose of this section is to highlight the ways teacher educators work to prepare future teachers and administrators to address the institutionalized norms that promote/inhibit educational change at a local level. In order for educators to act as agents of change, they must be intimately connected with the families of the children they teach, the communities in which they work, and the institutions that support that community. By listening to, engaging with, and acting alongside those who live, work, and inhabit our local contexts, we can ensure that every child receives the education s/he is rightfully due. Chapters included within the section on ‘Agency as Contextualized Activism’ will examine a variety of ways teacher educators are rethinking collaborations within local contexts as they prepare practitioners for our nation’s schools.
Essential questions for this section might include:
• How do we, as teacher educators, encourage future teachers and administrators to interact with their local contexts in order to see themselves as agents of change?
• How can teacher education programs utilize the strengths and resources of families and communities to inform how future teachers are prepared?
• What research methodologies allow us to examine contextualized activism?
Foundational readings for this section include:
• Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia: Temple University Press.
• Hyland, N. E., & Meacham, S. (2004). Community knowledge-centered teacher education: A paradigm for socially just educational transformation. In J. L. Kincheloe, A. Bursztyn, & S. R. Steinberg (Eds.), Teaching teachers: Building a quality school of urban education (pp. 113-134). New York: Peter Lang.
• Murrell, P. C., Jr. (2001). The community teacher: A new framework for effective urban teaching. New York: Teachers College Press.
Section Editors: Ryan Flessner, Butler University (rflessne@butler.edu; 317.940.8397); Julie Horwitz, Rhode Island College (jhorwitz@ric.edu; 401.456.9013)
Agency as Systemic Learning (organizational systems): The purpose of this section is to explore how organizational learning promotes agency in different educational settings. Teacher education for the 21st century must be grounded in the knowledge that exists in educational institutions and the broader society. The extent to which those involved in teacher education are allowed to access and collaboratively reconstruct that knowledge will inform the capacity of organizational systems, and individuals within those systems, to act as agents/agencies of change.
Chapters in this section will explore details about learning spaces that promote individual and collective agency. The strongest examples will involve interests that intersect multiple organizational contexts.
Essential questions for this section might include:
• What are the social, political, cultural, and legal influences that support and challenge the creation
of organizational learning environments? How are they negotiated?
• How do organizational structures influence the learning process for all stakeholders? (teachers, leaders, university faculty, researchers, students)
• What is the relationship between policy and learning in organizational systems?
• What research methodologies allow us to examine systemic learning?
Foundational readings for this section include:
• City, E.A., Elmore, R.F., Fiarman, S.E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
• Mediratta, K., Shah, S., & McAlister, S. (2009). Community organizing for stronger schools: Strategies and successes. Cambridge, MA: Harvard Education Press.
• Mezirow, J. & Associates. (2001). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
• Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
Section Editor: Kami M. Patrizio, Towson University (kpatrizio@towson.edu; 443-841-4369)
SPECIAL NOTES TO PROSPECTIVE AUTHORS: There are no restrictions as to the type of chapter you may submit. We envision a text that includes a variety of chapters including (but not limited to) program descriptions, theoretical frameworks, and a diverse range of research studies written by PK-12 teachers and administrators as well as university-based instructors and researchers.
Those interested in contributing to this book should submit a 500-word proposal to all three editors (contact information below) by May 15, 2011. In constructing your proposal, please attend to the latest edition of the APA style manual. Proposals should be submitted in Microsoft Word format. Create and submit your proposal as one document that includes a cover page, the manuscript proposal, and a reference section. The editors, as well as a small committee from the membership of the Association of Teacher Educator’s Commission on Agency in Teacher Education, will review chapter proposals. Authors will be notified by July 15, 2011. Final drafts of each chapter are due by September 15, 2011.
On the cover page, please provide your name, title, current position, institution, work mailing address, phone number, e-mail address, and a short (3-4 sentences) biographical statement. A list of the authors’ key publications would also be helpful, but is not necessary. Words on the cover page should not be included in the 500-word limit.
In the proposal, please include a proposed title for the chapter. An organizational structure for the manuscript (including key headings/subheadings) should clearly delineate the content of the chapter. While completed submissions are not needed, it should be clear that the work is well on its way to completion. Within the proposal, please cite 5-10 key texts that support your work.
A reference section should include texts cited within the proposal as well as any other texts the authors feel will play an important role in the construction of the chapter. Words in the reference section should not be included in the 500-word limit.
Final manuscripts are due by September 15, 2011. Manuscripts (including text, figures/tables, references, etc.) need to be in 12 point Times New Roman with 1 inch margins and should not exceed 20 double-spaced pages.
If you have any questions, please feel free to contact the editors:
Ryan Flessner, rflessne@butler.edu; Grant Miller, gmiller@siu.edu; Kami Patrizio, kpatrizio@towson.edu.
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