References
- Ailwood, J. (2008). Learning or earning in the ‘smart state’: Changing tactics for governing early childhood. Childhood, 15(4), 535–551. https://doi.org/10.1177%2F0907568208097206
- Apple, M. W. (2001). Educating the right way: Markets, standards, god, and inequality. Routledge.
- Ashton, E. (2014). I’ve got my eye on you: Schooled readiness, standardized testing, and developmental surveillance. Journal of Childhood Studies, 39(1), 3–24. https://doi.org/10.18357/jcs.v39i1.15243
- Au, W. (2017). Neoliberalism in teacher education: The contradiction and the dilemma. Teacher Education and Practice, 30(2), 283–287. https://go.gale.com/ps/anonymous?id=GALE%7CA552763117&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=08906459&p=AONE&sw=w
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays. ( M. Holquist & C. Emerson, Trans.). University of Texas Press.
- Bakhtin, M. M. (1984). Problems of Doestoevsky’s poetics. ( C. Emerson, Ed. &, Trans.). University of Minnesota Press.
- Bakhtin, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans). C. Emerson & M. Holquist (Eds.). University of Texas Press.
- Bakhtin, M. M. (1990). Art and answerability: Early philosophical essays (V. Liapunov, Trans.; K. Brostrom, Suppl. Trans). M. Holquist & V. Liapunov (Eds.). University of Texas Press.
- Bakhtin, M. M. (1993). Toward a philosophy of the act V. Liapunov, M. Holquist, & V. Liapunov (). University of Texas Press.
- Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
- Ball, S. J. (2007). Education plc: Understanding private sector participation in public sector education. Routledge.
- Bartell, T., Cho, C., Drake, C., Petchauer, E., & Richmond, G. (2019). Teacher agency and resilience in the age of neoliberalism. Journal of Teacher Education, 70(4), 302–305. https://doi.org/10.1177%2F0022487119865216
- Bassok, D., Latham, S., & Rorem, A. (2016). Is Kindergarten the new first grade? AERA Open, 2(1), 1–31. https://doi.org/10.1177%2F2332858415616358
- Baxter, J. (2014). Double-Voicing at work: Power, gender and linguistic expertise. Palgrave Macmillan.
- Biesta, G. (2006). What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3–4), 169–180. https://doi.org/10.2304/eerj.2006.5.3.169
- Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42(2), 231–268. https://doi.org/10.3102%2F00028312042002231
- Bradbury, A. (2019). Taking the ‘early yearsy’ route: Resistance and professionalism in the enactment of assessment policy in early childhood in England. Education, 3-13, 47(7), 819–830. https://doi.org/10.1080/03004279.2019.1622497
- Bradshaw, R. (2014). Democratic teaching: An incomplete job description. Democracy and Education, 22(2), 1–5. https://democracyeducationjournal.org/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1135&context=home
- Brathwaite, J. (2016). Neoliberal education reform and the perpetuation of inequality. Critical Sociology, 43(3), 429–448. https://doi.org/10.1177%2F0896920516649418
- Brown, C. P. (2009). Confronting the contradictions: A case study of early childhood teacher development in neoliberal times. Contemporary Issues in Early Childhood, 10(3), 240–259. https://doi.org/10.2304%2Fciec.2009.10.3.240
- Brown, C. P. (2010). Children of reform: The impact of high-stakes education reform on preservice teachers. Journal of Teacher Education, 61(5), 477–491. https://doi.org/10.1177%2F0022487109352905
- Brown, C. P., Barry, D., Ku, D., & Puckett, K. (2020). Teach as I say, not as I do: How preservice teachers made sense of the mismatch between how they were expected to teach and how they were taught in their professional training program. The Teacher Educator, 1–20. https://doi.org/10.1080/08878730.2020.1847225
- Brown, C. P., Feger, B. S., & Mowry, B. N. (2015). Helping others understand academic rigor in teachers’ developmentally appropriate practices. Young Children, 70(4), 62–69. http://www.jstor.org/stable/ycyoungchildren.70.4.62
- Brown, C. P., & Ku, D. H. (2018). Putting theories into action: A case of study of how early educators made sense of teaching lessons that reflected their students’ sociocultural worlds. Journal of Early Childhood Teacher Education, 39(4), 382–405. https://doi.org/10.1080/10901027.2017.1415239
- Brown, C. P., & Weber, N. B. (2016). Working with practicing teachers in a high-stakes teaching context to rethink their pedagogical practices with children of diverse backgrounds. Action in Teacher Education, 38(3), 259–277. https://doi.org/10.1080/01626620.2016.1194781
- Caldas, B. (2018). “More meaningful to do it than just reading it:” Rehearsing praxis among Mexican American/Latinx pre-service teachers. Teaching Education, 29(4), 370–382. https://doi.org/10.1080/10476210.2018.1510482
- Clark, J., & Richards, S. (2017). The cherished conceits of research with children: Does seeking the agentic voice of the child through participatory methods deliver what it promises? Sociological Studies of Children and Youth, 22(1), 127–147. https://doi.org/10.1108/S1537-466120180000022007
- Conklin, H. G., & Hughes, H. E. (2016). Practices of compassionate, critical, justice-oriented teacher education. Journal of Teacher Education, 67(1), 47–60. https://doi.org/10.1177%2F0022487115607346
- Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240–258. https://doi.org/10.1080/01626620.2016.1194782
- De Lissovoy, N. (2013). Pedagogy of the impossible: Neoliberalism and the ideology of accountability. Policy Futures in Education, 11(4), 423–435. https://doi.org/10.2304%2Fpfie.2013.11.4.423
- De Lissovoy, N. (2016). Race, reason and reasonableness: Toward an “unreasonable” pedagogy. Educational Studies, 52(4), 346–362. https://doi.org/10.1080/00131946.2016.1190367
- DeMink-Carthew, J., & Bishop, P. A. (2017). Passion is not enough: Preparing middle level preservice teachers to be advocates for change. Middle School Journal, 48(2), 14–23. https://doi.org/10.1080/00940771.2017.1272914
- Dewey, J. (1998). Experience and education: The 60th anniversary edition. Kappa Delta Pi. (Original work published 1938.
- Dodman, S. L., DeMulder, E. K., View, J. L., Swalwell, K., Stribling, S., Ra, S., & Dallman, L. (2019). Equity audits as a tool of critical data-driven decision making: Preparing teachers to see beyond achievement gaps and bubbles. Action in Teacher Education, 41(1), 4–22. https://doi.org/10.1080/01626620.2018.1536900
- Dunn, A. H. (2018). Leaving a profession after it’s left you: Teachers’ public resignation letters as resistance amidst neoliberalism. Teachers College Record, 120(9), 1–34.
- Foucault, M. (2008). The birth of biopolitics: Lectures at the Collège de France, 1978–1979 ( G. Burchell, Trans.). Basingstoke: Palgrave Macmillan.
- Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50. https://doi.org/10.1080/00131725.2013.739017
- Graue, M. E., & Smith, S. Z. (1996). Ventriloquating the meanings of mathematics. Curriculum Studies, 4(3), 301–328. https://doi.org/10.1080/0965975960040301
- Graue, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, methods, and ethics. Thousand Oaks, CA: Sage. 10.4135/9781452243153
- Holloway, J., & Brass, J. (2018). Making accountable teachers: The terrors and pleasures of performativity. Journal of Education Policy, 33(3), 361–382. https://doi.org/10.1080/02680939.2017.1372636
- Holquist, M. (1990). Dialogism: Bakhtin and his world. Routledge.
- Hursh, D. (2007). Assessing No Child Left Behind and the rise of neoliberal education policies. American Educational Research Journal, 44(3), 493–518. https://doi.org/10.3102/0002831207306764
- Jenlink, P. M. (2017). Democracy distracted in an era of accountability: Teacher education against neoliberalism. Cultural Studies ↔ Critical Methodologies, 17(3), 163–172. https://doi.org/10.1177%2F1532708616672676
- Kim, E., & Corcoran, R. P. (2018). Factors that influence pre-service teachers’ persistence. Teaching and Teacher Education, 70, 204–214. https://doi.org/10.1016/j.tate.2017.11.015
- Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102%2F0013189X035007003
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
- LeBlanc, P. R., & Skaruppa, C. (1997). Support for democratic schooling: Classroom level change via cooperative learning. Action in Teacher Education, 19(1), 28–38. https://doi.org/10.1080/01626620.1997.10462851
- Lemke, T. (2001). ‘The birth of bio-politics’: Michel Foucault’s lecture at the Collège de France on neo-liberal governmentality. Economy and Society, 30(2), 190–207. https://doi.org/10.1080/03085140120042271
- Lewis, S., & Holloway, J. (2019). Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data. Cambridge Journal of Education, 49(1), 35–51. https://doi.org/10.1080/0305764X.2018.1441373
- Mac Naughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. Routledge.
- McKay, L., & Manning, H. (2019). Do I belong in the profession? The cost of fitting in as a preservice teacher with a passion for social justice. Journal of Teacher Education, 70(4), 360–371. https://doi.org/10.1177%2F0022487118811326
- Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
- Morris, P. (Ed.). (1995). The Bakhtin reader: Selected writings of Bakhtin, Medvedev, Voloshinov. Bloomsbury.
- Moss, P. (2014). Transformative change and real utopias in early childhood education: A story of democracy, experimentation and potentiality. Routledge.
- National Council for Accreditation of Teacher Education. (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: NCATE. http://www.ncate.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf?la=en
- Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
- Payne, K. A. (2018). Democratic teachers mentoring novice teachers: Enacting democratic practices and pedagogy in teacher education. Action in Teacher Education, 40(2), 133–150. https://doi.org/10.1080/01626620.2018.1424052
- Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers’ intention to quit their teaching degree? Teaching and Teacher Education, 55, 240–254. https://doi.org/10.1016/j.tate.2016.01.018
- Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education, 14(1), 1–17. https://doi.org/10.18251/ijme.v14i1.484
- Reid, A., & O’Donoghue, M. (2004). Revisiting enquiry-based teacher education in neo-liberal times. Teaching and Teacher Education, 20(6), 559–570. https://doi.org/10.1016/j.tate.2004.06.002
- Rose, N. (1996). Governing “advanced” liberal democracies. In A. Barry, T. Osborne, & N. Rose (Eds.), Foucault and political reason: Liberalism, neo-liberalism and rationalities of government (pp. 37–64). The University of Chicago Press.
- Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge University Press. 10.1017/CBO9780511488856
- Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318–327. https://doi.org/10.1016/j.tate.2016.01.022
- Sherfinski, M., Hayes, S., Zhang, J., & Jalalifard, M. (2019). “Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia. Education Policy Analysis Archives, 27(151), 1–45. https://doi.org/10.14507/epaa.27.4327
- Stake, R. E. (1995). The art of case study research. Sage.
- Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Sage.
- Stanford Center for Assessment, Learning and Equity. (2016) . edTPA: Early childhood assessment handbook. Board of Trustees of the Leland Stanford Junior University.
- Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177%2F0022487119839700
- Weiner, L. (2007). A lethal threat to U.S. teacher education. Journal of Teacher Education, 58(4), 274–286. https://doi.org/10.1177%2F0022487107305603
- Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage.
- Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.