Our purpose is to prepare scholars to explore and rethink the intersections of curriculum, teaching, and teacher education with society and politics in an increasingly diverse world. With multiple and interdisciplinary approaches to research, theory and practice, our faculty offer avenues for examining issues that impact 21stcentury education and teacher education. Our students will be prepared to disrupt and challenge issues of equity in education through transformational learning. Faculty and students in Teachers, Schools, and Society critically examine the dynamic interactions between the inner workings of educational institutions and their larger societal contexts. Inner workings of schooling refer to the beliefs, values, and practices of educators and students, the distinctive features of curricula and pedagogy, and the initial and ongoing development of teachers and teacher educators. The larger societal contexts of schooling refer to historical, sociological, philosophical, and cultural perspectives in examining how society shapes schooling – and vice versa. Our consideration of these multi-faceted dimensions of education yields both nuanced and holistic portraits that inform our enduring and active commitment to vibrant and equitable schools for a healthy democracy.

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Doctor of Philosophy in Curriculum and Instruction - Teachers, Schools, and Society

At University of Florida

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