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Teacher educators and indigenous lan...

Tanner, Paul Edward.

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Teacher educators and indigenous language rights reform in southern Mexico.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher educators and indigenous language rights reform in southern Mexico./
Author:	Tanner, Paul Edward.
Description:	244 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
Contained By:	Dissertation Abstracts International74-01A(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3526774
ISBN:	9781267608079

Teacher educators and indigenous language rights reform in southern Mexico.
Tanner, Paul Edward.

Teacher educators and indigenous language rights reform in southern Mexico. - 244 p.

Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2012.

Nations throughout the world have increasingly looked at teacher education policy as a vehicle for reform of both the educational system and the society at large, and teacher quality is often positively associated with the quality of the overall educational system. Although such reforms often target pre-service teacher education, little is known about the teacher educators who play a central role in such reforms. While some studies have examined teachers as policy actors, little work has been done in the area of teacher educators as policy actors who interpret and implement education policy. This study fills that void by exploring the interaction between teacher educators' beliefs and values and a federal education policy in Mexico.

ISBN: 9781267608079Subjects--Topical Terms:

1669130
Education, Policy.

Teacher educators and indigenous language rights reform in southern Mexico.
LDR:03183nam a2200325 4500 001 1961187
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008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267608079
035 $a (MiAaPQ)AAI3526774
035 $a AAI3526774
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tanner, Paul Edward. $3 2097018
245 1 0 $a Teacher educators and indigenous language rights reform in southern Mexico.
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
500 $a Adviser: Lynn Paine.
502 $a Thesis (Ph.D.)--Michigan State University, 2012.
520 $a Nations throughout the world have increasingly looked at teacher education policy as a vehicle for reform of both the educational system and the society at large, and teacher quality is often positively associated with the quality of the overall educational system. Although such reforms often target pre-service teacher education, little is known about the teacher educators who play a central role in such reforms. While some studies have examined teachers as policy actors, little work has been done in the area of teacher educators as policy actors who interpret and implement education policy. This study fills that void by exploring the interaction between teacher educators' beliefs and values and a federal education policy in Mexico.
520 $a One example of an attempt to engage in social reform by targeting teacher education is Mexico's General Law on the Linguistic Rights of Indigenous Peoples (2003), a measure aimed at improving educational opportunities for Mexico's diverse indigenous population, who suffer high poverty, low literacy, and limited educational opportunity. The law gives Mexico's indigenous students the right to a teacher who both writes and speaks the language of their community. It also requires Mexico's teacher education institutions to establish programs in Intercultural, Bilingual Education (IBE) and to include indigenous culture and languages in the curriculum.
520 $a This study uses Spillane's (2006) cognitive sense-making framework to investigate how teacher educators in two southern Mexican states with large indigenous populations make sense of the reform. Employing a mixed-methods approach, I examined teacher educator attitudes and beliefs as both a catalyst for and an impediment to indigenous educational reform. I further considered whether or not such attitudes and beliefs are affected by the institutional and geographic contexts of the teacher educators and I looked at how the personal backgrounds of the teacher educators affected their beliefs and attitudes. I also analyzed the sources of policy information they found most useful in keeping current on recent educational policy. The study has broad implications for the fields of education, political science, and international development.
590 $a School code: 0128.
650 4 $a Education, Policy. $3 1669130
650 4 $a Latin American Studies. $3 1669420
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Native American Studies. $3 626633
690 $a 0458
690 $a 0550
690 $a 0530
690 $a 0740
710 2 $a Michigan State University. $b Educational Policy. $3 2097019
773 0 $t Dissertation Abstracts International $g 74-01A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3526774