Dark Times Indeed: NCATE, Social Justice and the Marginalization of Multicultural Foundations

摘要: This article uses the recent and seemingly local NCATE decision to drop terminology of “social justice” from its examples dispositions in teacher education make a larger more global argument: that multicultural foundations field (educational foundations, educational studies, education) has become fundamentally marginalized ability impact policymaking. first traces political context NCATE’s disposition social justice. It then provides three distinct empirical data sets at ever­more finely grained units analysis—a national­level analysis influence, state­level coursework requirements, classroom­level syllabus construction—that demonstrate such marginalization. The concludes abdicated responsibility future teachers, schools education, public large by removing itself (and being removed) paramount discussions debates role democratic pluralistic society committed equity equality for all students. is thus not only single, but actually singular, example foundation’s current inability to, Maxine Greene’s (1976) terminology, challenge mystification “dark times.”