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Cited by 19Teacher Education and Leadership StudiesTeacher Education and AssessmentsEducation Pedagogy and Practices

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The intersections of selves and policies: A poetic inquiry into the hydra of teacher education

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Cross, Stephanie Behm, Dunn, Alyssa Hadley, Dotson, Erica K.·2018·Education Policy Analysis Archives
DOI 10.14507/epaa.26.2813
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Abstract

This article explores the intersection of selves and policies for teacher educators in an era of teacher education reform. Borne out of a promise to one another to write about our experiences navigating increasingly complex market-driven, neoliberal attacks on our work and world, we collected data across several years that documented our attempt to break our silence (Lorde, 1977) and explore how we, as teacher educators, make sense of neoliberal reforms and policies in teacher preparation. We draw specifically on Dunn’s theory of the Hydra of Teacher Education (2016), alongside literature on reforms and policies in teacher preparation and teacher educators’ forms of resistance to frame our work, and utilize arts-based poetic inquiry methodology (Prendergast, 2009; Rath, 2001) to explore the real, everyday implications of educational policy in our lives and in our careers. The poems we created as a “performative act” (Prendergast, 2009, p. xxiii) revealed that our experiences seemed to follow a cycle from hopelessness, to silence, to acquiescence, to collective resistance. We look carefully at this last portion of the cycle in our work, wondering how, if at all, teacher educators can resist the neoliberalization of teacher preparation. We conclude with implications for research, policy, and the practice of teacher education as we write to understand, write to resist, and write to survive.

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Metadata

Authors
Cross, S. B., Dunn, A. H., & Dotson, E. K.
Affiliations
  • Georgia State University (US)
  • Michigan State University (US)
  • Clayton State University (US)
ORCID
Venue
Education Policy Analysis Archives
Publisher
Mary Lou Fulton College for Teaching and Learning Innovation
Published
2018-03-05
Volume
26
Pages
29
ISSN
1068-2341 (ISSN-L)
DOI
10.14507/epaa.26.2813
OpenAlex
W2789709801
Cited by
19
References
1
Citations by year
2026: 1 · 2024: 2 · 2023: 5 · 2022: 3 · 2021: 1 · 2020: 3 · 2019: 2 · 2018: 2
FWCI
6.49
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • Education Policy Analysis Archives (publishedVersion, cc-by-nc-sa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
  • American Educational Research Association
  • American Psychological Association
  • National Academy of Education
  • Center for Advanced Study in the Behavioral Sciences, Stanford University
  • Center for Advanced Study, University of Illinois at Urbana-Champaign
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
teacher educators, teacher education reform, education policy, resistance, teacher education policy, market-oriented education, collective resistance

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