Historical Continuities and Discontinuities in the Ncte Imprint

Papers

Journal of Curriculum Theorizing , 2020

This article historicizes 21st century personalized learning by tracing its lineage to 20th cent... more This article historicizes 21st century personalized learning by tracing its lineage to 20th century technologies that were considered commercial and educational failures. It explores important and often ironic links between past and present attempts to personalize learning through technology to trouble claims that personalized learning is a fundamentally new model of education that has broken free of the "industrial model" of education reform. At the same time, personalized learning illustrates how democratic governance of education has been displaced by new policy networks, datafication, and algorithmic governance. This curriculum history wears away at grand claims about personalized learning and makes tactical use of past struggles over machine-based learning to provoke more rigorous debates about learning, digital governance, and the growing influence of venture philanthropy, technology companies, and intermediary organizations in educational policy-making and curriculum development.

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Critical Studies in Education , 2019

This article examines the re-professionalization of teaching across a transformative decade of ma... more This article examines the re-professionalization of teaching across a transformative decade of market-based and standards-based reforms in the U.S.A. The first section works with the sociological concept of the 'new professionalism' to situate the No Child Left Behind act, Race to the Top, and CAEP accreditation within a broader movement to align the professions with the commercial and managerial values of the private sector. The next section compares teacher interviews conducted at the onset of NCLB with interviews conducted at the height of Race to the Top to highlight how the ongoing shift from 'occupational' to 'organizational' governance of teaching can change how teachers think about and fashion themselves as teachers. This policy analysis and qualitative analysis aims to help the education field recognize, situate and interrupt education reforms that govern teaching and teacher education through standardization, commercialization and outcomes-based performance management.

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English Journal , 2018

In this "speaking truth to power" column, Jory Brass revives James Moffett's scathing critiques o... more In this "speaking truth to power" column, Jory Brass revives James Moffett's scathing critiques of "teacher accountability" reforms from the 1970s and compares them with the National Council of Teachers of English's current positions on "standards and accountability" and its partnerships with the private sector, venture philanthropy, and government. These historical juxtapositions of NCTE's past and present policies highlight how the Council has re-aligned the organization and the English teaching profession with political agendas that the Council had characterized as attacks on teacher professionalism, on English, and on democracy since the 1970s. As NCTE and the National Writing Project increasingly advance the reform agendas of business, government, and billionaire philanthropists, the author revisits the work of James Moffett--arguably NCTE's most influential historical figure--to consider how the organizations might undermine and marginalize the English teaching profession, the humanities, the public interest, and social justice initiatives with their present political positions and partnerships.

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Changing English , 2017

This article recovers a 1972 essay from James Moffett entitled 'Who Counts?' that the National Co... more This article recovers a 1972 essay from James Moffett entitled 'Who
Counts?' that the National Council of Teachers of English commissioned
at the onset of US standards and accountability reforms. The essay
historicises NCTE's positions on teacher accountability by comparing
its recent positions on teacher evaluation and the Common Core
Standards with Moffett's opposition to behavioural measurement
and business-federal collusion in education reform. These historical
juxtapositions highlight how NCTE's recent policy agenda has
reconfigured 'who counts' in US English education: its positions now
hedge NCTE's longstanding critiques of behavioural measurement
in English, mix quality assurance with professional development,
and adopt the educational priorities of federal grants, corporate
philanthropy and private sector partners. The article de-naturalises
NCTE's political realignment and considers how Moffett's prescient
critiques of 'who counts' in English education might inform individuals'
and organisations' positions on standards and accountability reforms.

Readers Related Papers Mentions View Impact

Journal of Education Policy , 2017

Note: Free eprints of this article are available at the following link (for the first 50 readers)... more Note: Free eprints of this article are available at the following link (for the first 50 readers):
http://www.tandfonline.com/eprint/JRKjp53tnCN3cVKC53MF/full

ABSTRACT
This article draws from Stephen Ball's work on markets, managerialism,
and performativity to frame a comparative study that examines
the reconstitution of the teacher–subject across a pivotal decade
in which neoliberal standards and accountability reforms effected
significant changes in US education. It juxtaposes two qualitative
studies conducted during the implementation of successive
standards and accountability movements. The first study of early
career English teachers coincided with the implementation of the
Bush administration's No Child Left Behind Act of 2001 (NCLB), and the
second took place nearly a decade later as states began to implement
value-added teacher assessments in conjunction with the Obama
administration's Race to the Top (RTTT). The juxtaposition of these two
studies points to a paradigmatic shift in the construction of teachers'
professional knowledge and subjectivity. While teachers of the first
accountability stage positioned NCLB's (self-) disciplinary mechanisms
as external intrusions on their autonomy, professionalism, and practice,
the second group positioned RTTT's accountability mechanisms as
the very modes by which they knew themselves and their quality.
Thus, these studies show a collapse between the governed (i.e.
teachers) and the government (i.e. accountability mechanisms) and
the normalization of the marketized teacher, the managed teacher,
and the performative teacher.

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The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to ... more The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to recognize the specific ideas and practices that education policies mobilize to steer their actions, institutions, and professions toward particular values and outcomes. This Forum essay adopts a governmentality perspective on the CCSS to draw attention to its political rationalities and the work that standards do to govern educators at a distance and to influence how they govern their own conduct. This is not a critique of the Common Core, but a brief reading of CCSS publications in their own terms to highlight their neoliberal governmentality and the ways they have positioned the Standards to steer curriculum , teaching, and teacher education through high-stakes testing, outcomes-based performance management, and the privatization, automation, and outsourcing of core educational processes.

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Please see published version (proofs above): Brass, J. (2016). Forum: A Governmentality Perspect... more Please see published version (proofs above):
Brass, J. (2016). Forum: A Governmentality Perspective on the Common Core (Proofs). Research in the Teaching of English Volume 51, Number 2

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The 1966 Anglo-American Seminar at Dartmouth certainly stands as a landmark event in the history ... more The 1966 Anglo-American Seminar at Dartmouth certainly stands as a landmark event in the history of English teaching. For the purposes of this Special Issue, however, I want to unsettle some familiar interpretations of Dartmouth by reading with and against a range of American responses to the conference published in the late 1960s and 1970s. As an American now working in Australia, I hope that my perspectives on Dartmouth will both complicate English educators' views of the past and sensitise us to historical struggles from the (post)Dartmouth-era that have influenced present struggles over the teaching of English in several countries, including Australia.

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Paedagogica Historica , 2016

This study draws from histories of "educationalisation" and neo-Foucaultian histories of English ... more This study draws from histories of "educationalisation" and neo-Foucaultian histories of English teaching in an archival analysis that revisits landmark pedagogical texts that coincided with the rapid expansion of the school subject English in between the 1894 Report of the Committee of Ten and 1918 Cardinal Principles of Secondary Education. The archival analysis considers these two reform documents along with the first comprehensive books on English teaching, which were published between the 1890s and 1920s. The study's analysis adopts a selective focus on their explicit aims and rationales for teaching English, particularly in secondary schools, and the pedagogic logics and practices by which English was imagined as a governmental response to various social problems. This archival work recovers the largely overlooked ways in which the teaching of English was positioned to improve the moral and social condition of the population, to develop youths' capacities for self-governance, to professionalise teaching through the psychological sciences, and to include "problem" populations within the corrective spaces of the English classroom. It also illustrates how distinctive approaches to teaching English language and literature were understood to attune youths' "souls" to a range of governmental norms. This study bridges ideas from two historical literatures in order to unearth "educationalisation" problematics and "governmental" practices that traditional histories of English teaching have largely obscured, particularly in the United States.

Jory Brass (2016): English teaching and the educationalisation
of social problems in the United States, 1894–1918, Paedagogica Historica, DOI:
10.1080/00309230.2016.1151056. Available for free download at this link: share online access to your article with up to 50 colleagues by forwarding this eprint link http://www.tandfonline.com/eprint/qRsJzCjhftKhJNxutZvv/full

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This article offers a brief introduction to governmentality studies and the conceptual tools that... more This article offers a brief introduction to governmentality studies and the conceptual tools that it provides to help English educators recognise the ideas and practices that education policies mobilise to steer our professions towards particular values, norms and outcomes. After a short overview of governmentality, it offers a short discussion of neoliberal or advanced liberal governmentality, the economic aims of today's education reforms, and the key policy technologies that seek to transform how English educators understand and conduct themselves. This scholarly approach might prepare academics, teachers and professional organisations for more informed and strategic engagements with the governmental regimes of data-based performance management and free markets that drive today's education policies.

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English Teaching: Practice and Critique , 2015

Abstract Purpose – This study aims to draw from overlapping scholarship in critical policy studie... more Abstract
Purpose – This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education.
Design/methodology/approach – The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards.
Findings – An analysis of the standards' comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets.
Originality/value – This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.
Keywords Standards, Education reform, Assessment, English language arts, English teaching, Governmentality, Constructions of English, Neoliberalism, Education policy, Curriculum English, English education, Common core state standards
Paper type Research paper

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This Preface and introductory chapter from Brass and Webb (2014) outlines the book and the contra... more This Preface and introductory chapter from Brass and Webb (2014) outlines the book and the contradictory contexts of English/literacy teacher education in the US.  The book explores how overlapping scholarship in literacy studies, critical theory, and English studies has expanded the landscape for teaching literacy, reading, and the English language arts, offering teacher educators, elementary teachers, and secondary English teachers alternatives to both progressive education and the anemic approaches to literacy associated with neoliberal education reforms.

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Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education t... more Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers' capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children's and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms.

Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.

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Paper presented 9 July at the International Federation of the Teaching of English, New York, New ... more Paper presented 9 July at the International Federation of the Teaching of English, New York, New York. Please cite published version (proofs posted above):

Brass, J. (2016). Forum: A Governmentality Perspective on the Common Core (Proofs). Research in the Teaching of English Volume 51, Number 2

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Readers Related Papers Mentions View Impact

Journal of Curriculum and Pedagogy , 2014

This paper refuses the analytical distinction between 'standards' and 'curriculum' in order to re... more This paper refuses the analytical distinction between 'standards' and 'curriculum' in order to read the Common Core State Standards as curriculum so that educators and curriculum scholars can attend to the ways that the CCSS discipline teachers and classroom practice and mark a radical shift in the governance of public education.

Readers Related Papers Mentions View Impact

Journal of Curriculum and Pedagogy , 2014

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ABSTRACT: This essay maps some of the ways in which the professional knowledge of English teachin... more ABSTRACT: This essay maps some of the ways in which the professional knowledge of English teaching has been defined and positioned in the present moment in the United States. The first part of the essay traces multidisciplinary shifts in English education/literacy research that have expanded and shifted the discursive boundaries of teacher education and ordered new ways for English educators to understand the English language arts, to structure methods courses, and to fashion themselves as teacher
educators. The second part of the paper traces neoliberal policies that aim to reform teaching and teacher education through professional standards, national assessments, corporate managerialism, and free market competition. The essay then highlights some of the ways in which these discourses and
practices have worked together to create new conditions of possibility in English education, to intensify old divisions in the field, and constitute new forms of professional knowledge and subjectivity. My goal is to heighten English educators' sense of this contested moment to provoke more informed and strategic engagements with the possibilities, constraints, tensions and
transformations facing the English teaching professions.

KEYWORDS: English teaching, literacy, education policy, education reform.

Readers Related Papers Mentions View Impact

This article examines constructions of "American" identity and place in the first influential gu... more This article examines constructions of "American" identity and
place in the first influential guides for English teaching published in the United States at the cusp of the 20th Century. It recovers how English teaching was to weaken youths' ties to more immediate people and places and to reorient their sense of self, others and the world around imagined communities that differentiated America/Americans from uncivilised, irrational and illiterate "others". Language and literature were directed to
reorder thought, inculcate the spirit of peoples and places, and locate individuals, races and nations temporally and spatially in sacred-secular redemption narratives. The study historicises practices of English teaching that have inscribed people and places within a religion-science-nation-West horizon, constituting distinctive experiences of sameness/difference, nationalism, and place that have spanned more than a century of English teaching.

Readers Related Papers Mentions View Impact

Readers Related Papers Mentions View Impact

Journal of Curriculum Theorizing , 2020

This article historicizes 21st century personalized learning by tracing its lineage to 20th cent... more This article historicizes 21st century personalized learning by tracing its lineage to 20th century technologies that were considered commercial and educational failures. It explores important and often ironic links between past and present attempts to personalize learning through technology to trouble claims that personalized learning is a fundamentally new model of education that has broken free of the "industrial model" of education reform. At the same time, personalized learning illustrates how democratic governance of education has been displaced by new policy networks, datafication, and algorithmic governance. This curriculum history wears away at grand claims about personalized learning and makes tactical use of past struggles over machine-based learning to provoke more rigorous debates about learning, digital governance, and the growing influence of venture philanthropy, technology companies, and intermediary organizations in educational policy-making and curriculum development.

Readers Related Papers Mentions View Impact

Critical Studies in Education , 2019

This article examines the re-professionalization of teaching across a transformative decade of ma... more This article examines the re-professionalization of teaching across a transformative decade of market-based and standards-based reforms in the U.S.A. The first section works with the sociological concept of the 'new professionalism' to situate the No Child Left Behind act, Race to the Top, and CAEP accreditation within a broader movement to align the professions with the commercial and managerial values of the private sector. The next section compares teacher interviews conducted at the onset of NCLB with interviews conducted at the height of Race to the Top to highlight how the ongoing shift from 'occupational' to 'organizational' governance of teaching can change how teachers think about and fashion themselves as teachers. This policy analysis and qualitative analysis aims to help the education field recognize, situate and interrupt education reforms that govern teaching and teacher education through standardization, commercialization and outcomes-based performance management.

Readers Related Papers Mentions View Impact

English Journal , 2018

In this "speaking truth to power" column, Jory Brass revives James Moffett's scathing critiques o... more In this "speaking truth to power" column, Jory Brass revives James Moffett's scathing critiques of "teacher accountability" reforms from the 1970s and compares them with the National Council of Teachers of English's current positions on "standards and accountability" and its partnerships with the private sector, venture philanthropy, and government. These historical juxtapositions of NCTE's past and present policies highlight how the Council has re-aligned the organization and the English teaching profession with political agendas that the Council had characterized as attacks on teacher professionalism, on English, and on democracy since the 1970s. As NCTE and the National Writing Project increasingly advance the reform agendas of business, government, and billionaire philanthropists, the author revisits the work of James Moffett--arguably NCTE's most influential historical figure--to consider how the organizations might undermine and marginalize the English teaching profession, the humanities, the public interest, and social justice initiatives with their present political positions and partnerships.

Readers Related Papers Mentions View Impact

Changing English , 2017

This article recovers a 1972 essay from James Moffett entitled 'Who Counts?' that the National Co... more This article recovers a 1972 essay from James Moffett entitled 'Who
Counts?' that the National Council of Teachers of English commissioned
at the onset of US standards and accountability reforms. The essay
historicises NCTE's positions on teacher accountability by comparing
its recent positions on teacher evaluation and the Common Core
Standards with Moffett's opposition to behavioural measurement
and business-federal collusion in education reform. These historical
juxtapositions highlight how NCTE's recent policy agenda has
reconfigured 'who counts' in US English education: its positions now
hedge NCTE's longstanding critiques of behavioural measurement
in English, mix quality assurance with professional development,
and adopt the educational priorities of federal grants, corporate
philanthropy and private sector partners. The article de-naturalises
NCTE's political realignment and considers how Moffett's prescient
critiques of 'who counts' in English education might inform individuals'
and organisations' positions on standards and accountability reforms.

Readers Related Papers Mentions View Impact

Journal of Education Policy , 2017

Note: Free eprints of this article are available at the following link (for the first 50 readers)... more Note: Free eprints of this article are available at the following link (for the first 50 readers):
http://www.tandfonline.com/eprint/JRKjp53tnCN3cVKC53MF/full

ABSTRACT
This article draws from Stephen Ball's work on markets, managerialism,
and performativity to frame a comparative study that examines
the reconstitution of the teacher–subject across a pivotal decade
in which neoliberal standards and accountability reforms effected
significant changes in US education. It juxtaposes two qualitative
studies conducted during the implementation of successive
standards and accountability movements. The first study of early
career English teachers coincided with the implementation of the
Bush administration's No Child Left Behind Act of 2001 (NCLB), and the
second took place nearly a decade later as states began to implement
value-added teacher assessments in conjunction with the Obama
administration's Race to the Top (RTTT). The juxtaposition of these two
studies points to a paradigmatic shift in the construction of teachers'
professional knowledge and subjectivity. While teachers of the first
accountability stage positioned NCLB's (self-) disciplinary mechanisms
as external intrusions on their autonomy, professionalism, and practice,
the second group positioned RTTT's accountability mechanisms as
the very modes by which they knew themselves and their quality.
Thus, these studies show a collapse between the governed (i.e.
teachers) and the government (i.e. accountability mechanisms) and
the normalization of the marketized teacher, the managed teacher,
and the performative teacher.

Readers Related Papers Mentions View Impact

The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to ... more The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to recognize the specific ideas and practices that education policies mobilize to steer their actions, institutions, and professions toward particular values and outcomes. This Forum essay adopts a governmentality perspective on the CCSS to draw attention to its political rationalities and the work that standards do to govern educators at a distance and to influence how they govern their own conduct. This is not a critique of the Common Core, but a brief reading of CCSS publications in their own terms to highlight their neoliberal governmentality and the ways they have positioned the Standards to steer curriculum , teaching, and teacher education through high-stakes testing, outcomes-based performance management, and the privatization, automation, and outsourcing of core educational processes.

Readers Related Papers Mentions View Impact

Please see published version (proofs above): Brass, J. (2016). Forum: A Governmentality Perspect... more Please see published version (proofs above):
Brass, J. (2016). Forum: A Governmentality Perspective on the Common Core (Proofs). Research in the Teaching of English Volume 51, Number 2

Readers Related Papers Mentions View Impact

The 1966 Anglo-American Seminar at Dartmouth certainly stands as a landmark event in the history ... more The 1966 Anglo-American Seminar at Dartmouth certainly stands as a landmark event in the history of English teaching. For the purposes of this Special Issue, however, I want to unsettle some familiar interpretations of Dartmouth by reading with and against a range of American responses to the conference published in the late 1960s and 1970s. As an American now working in Australia, I hope that my perspectives on Dartmouth will both complicate English educators' views of the past and sensitise us to historical struggles from the (post)Dartmouth-era that have influenced present struggles over the teaching of English in several countries, including Australia.

Readers Related Papers Mentions View Impact

Paedagogica Historica , 2016

This study draws from histories of "educationalisation" and neo-Foucaultian histories of English ... more This study draws from histories of "educationalisation" and neo-Foucaultian histories of English teaching in an archival analysis that revisits landmark pedagogical texts that coincided with the rapid expansion of the school subject English in between the 1894 Report of the Committee of Ten and 1918 Cardinal Principles of Secondary Education. The archival analysis considers these two reform documents along with the first comprehensive books on English teaching, which were published between the 1890s and 1920s. The study's analysis adopts a selective focus on their explicit aims and rationales for teaching English, particularly in secondary schools, and the pedagogic logics and practices by which English was imagined as a governmental response to various social problems. This archival work recovers the largely overlooked ways in which the teaching of English was positioned to improve the moral and social condition of the population, to develop youths' capacities for self-governance, to professionalise teaching through the psychological sciences, and to include "problem" populations within the corrective spaces of the English classroom. It also illustrates how distinctive approaches to teaching English language and literature were understood to attune youths' "souls" to a range of governmental norms. This study bridges ideas from two historical literatures in order to unearth "educationalisation" problematics and "governmental" practices that traditional histories of English teaching have largely obscured, particularly in the United States.

Jory Brass (2016): English teaching and the educationalisation
of social problems in the United States, 1894–1918, Paedagogica Historica, DOI:
10.1080/00309230.2016.1151056. Available for free download at this link: share online access to your article with up to 50 colleagues by forwarding this eprint link http://www.tandfonline.com/eprint/qRsJzCjhftKhJNxutZvv/full

Readers Related Papers Mentions View Impact

This article offers a brief introduction to governmentality studies and the conceptual tools that... more This article offers a brief introduction to governmentality studies and the conceptual tools that it provides to help English educators recognise the ideas and practices that education policies mobilise to steer our professions towards particular values, norms and outcomes. After a short overview of governmentality, it offers a short discussion of neoliberal or advanced liberal governmentality, the economic aims of today's education reforms, and the key policy technologies that seek to transform how English educators understand and conduct themselves. This scholarly approach might prepare academics, teachers and professional organisations for more informed and strategic engagements with the governmental regimes of data-based performance management and free markets that drive today's education policies.

Readers Related Papers Mentions View Impact

English Teaching: Practice and Critique , 2015

Abstract Purpose – This study aims to draw from overlapping scholarship in critical policy studie... more Abstract
Purpose – This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education.
Design/methodology/approach – The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards.
Findings – An analysis of the standards' comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets.
Originality/value – This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.
Keywords Standards, Education reform, Assessment, English language arts, English teaching, Governmentality, Constructions of English, Neoliberalism, Education policy, Curriculum English, English education, Common core state standards
Paper type Research paper

Readers Related Papers Mentions View Impact

This Preface and introductory chapter from Brass and Webb (2014) outlines the book and the contra... more This Preface and introductory chapter from Brass and Webb (2014) outlines the book and the contradictory contexts of English/literacy teacher education in the US.  The book explores how overlapping scholarship in literacy studies, critical theory, and English studies has expanded the landscape for teaching literacy, reading, and the English language arts, offering teacher educators, elementary teachers, and secondary English teachers alternatives to both progressive education and the anemic approaches to literacy associated with neoliberal education reforms.

Readers Related Papers Mentions View Impact

Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education t... more Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers' capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children's and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms.

Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.

Readers Related Papers Mentions View Impact

Paper presented 9 July at the International Federation of the Teaching of English, New York, New ... more Paper presented 9 July at the International Federation of the Teaching of English, New York, New York. Please cite published version (proofs posted above):

Brass, J. (2016). Forum: A Governmentality Perspective on the Common Core (Proofs). Research in the Teaching of English Volume 51, Number 2

Readers Related Papers Mentions View Impact

Readers Related Papers Mentions View Impact

Journal of Curriculum and Pedagogy , 2014

This paper refuses the analytical distinction between 'standards' and 'curriculum' in order to re... more This paper refuses the analytical distinction between 'standards' and 'curriculum' in order to read the Common Core State Standards as curriculum so that educators and curriculum scholars can attend to the ways that the CCSS discipline teachers and classroom practice and mark a radical shift in the governance of public education.

Readers Related Papers Mentions View Impact

Journal of Curriculum and Pedagogy , 2014

Readers Related Papers Mentions View Impact

ABSTRACT: This essay maps some of the ways in which the professional knowledge of English teachin... more ABSTRACT: This essay maps some of the ways in which the professional knowledge of English teaching has been defined and positioned in the present moment in the United States. The first part of the essay traces multidisciplinary shifts in English education/literacy research that have expanded and shifted the discursive boundaries of teacher education and ordered new ways for English educators to understand the English language arts, to structure methods courses, and to fashion themselves as teacher
educators. The second part of the paper traces neoliberal policies that aim to reform teaching and teacher education through professional standards, national assessments, corporate managerialism, and free market competition. The essay then highlights some of the ways in which these discourses and
practices have worked together to create new conditions of possibility in English education, to intensify old divisions in the field, and constitute new forms of professional knowledge and subjectivity. My goal is to heighten English educators' sense of this contested moment to provoke more informed and strategic engagements with the possibilities, constraints, tensions and
transformations facing the English teaching professions.

KEYWORDS: English teaching, literacy, education policy, education reform.

Readers Related Papers Mentions View Impact

This article examines constructions of "American" identity and place in the first influential gu... more This article examines constructions of "American" identity and
place in the first influential guides for English teaching published in the United States at the cusp of the 20th Century. It recovers how English teaching was to weaken youths' ties to more immediate people and places and to reorient their sense of self, others and the world around imagined communities that differentiated America/Americans from uncivilised, irrational and illiterate "others". Language and literature were directed to
reorder thought, inculcate the spirit of peoples and places, and locate individuals, races and nations temporally and spatially in sacred-secular redemption narratives. The study historicises practices of English teaching that have inscribed people and places within a religion-science-nation-West horizon, constituting distinctive experiences of sameness/difference, nationalism, and place that have spanned more than a century of English teaching.

Readers Related Papers Mentions View Impact

Readers Related Papers Mentions View Impact

Readers Related Papers Mentions View Impact

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Source: https://uiowa.academia.edu/JoryBrass

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