Jean Ann Foley | Northern Arizona University (original) (raw)
Papers by Jean Ann Foley
The Journal for Critical Education Policy Studies, 2015
As critical pedagogy becomes more mainstream on the educational landscape in the United States, i... more As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-inpractice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the ...
Journal of Computing in Teacher Education, 2005
This research examines the use of technology to create a relationship between student teachers an... more This research examines the use of technology to create a relationship between student teachers and preservice teachers as they navigate the union of practice and theory within the two contexts of a teacher education course and student teaching practicum. Technology was used to create a safe haven where students could explore their respective experiences through protected conversations. The study focused on the uses of electronic dialogue among students to strengthen the student educators’ abilities and awareness to integrate culturally responsive pedagogy, to practice reflective teaching, and to model professionalism through mentoring. Multiple qualitative data sources were analyzed, resulting in three themes: transformation of identity, collegial relationships, and cultural responsiveness.
Aace Journal, Apr 1, 2005
Inclusion, 2014
Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive... more Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
Critical Questions in Education, 2013
Every child born into the world should be looked upon by society as so much raw material to be ma... more Every child born into the world should be looked upon by society as so much raw material to be manufactured. Its quality is to be tested. It is the business of society, as an intelligent economist, to make the best of it.
Critical Education, 2013
In this article, the author uses a case study approach to explore and analyze a conflict within t... more In this article, the author uses a case study approach to explore and analyze a conflict within the Professional Education Unit (PEU) at her university. While the controversy seemed to focus on differing epistemologies concerning critical and traditional pedagogy for teacher preparation, the intensity of the clash suggested there were additional forces at work. The author argues that in this particular case, the undertow of a technical rational perspective, generated by an educational accrediting agency, privileged efficiency over criticality and compliance over negotiation. In addition, she suggests that the power structures embedded in the processes of accreditation interfered with unity supported by a common conceptual framework. The article concludes with recommendations on how an institution might use the educational ideals within their conceptual framework, required for accreditation, to liberate its authors from constrained communication that is bounded by a technical discourse.
ED469140 - Confronting Tensions in Collaborative Postsecondary Indigenous Education Programs: A R... more ED469140 - Confronting Tensions in Collaborative Postsecondary Indigenous Education Programs: A Reader.
Researchers and teacher educators have called for contextualizing the learning of pedagogy and co... more Researchers and teacher educators have called for contextualizing the learning of pedagogy and content within the complex context of schools. This account provides an overview of a web-based simulation called Sim-School (c) that provides a realistic framework for students to contextualize curricular decisions, differentiate instruction and reflect on their practice. The Sim-School(c) project addresses the question: What new opportunities can technology provide to help education programs better prepare pre service teachers for the diversity of school settings and the array of challenges they will face in the future? Qualitative and quantitative results are discussed in the investigation of the project's effectiveness.
As critical pedagogy becomes more mainstream on the educational landscape in the United States, i... more As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-in-practice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the face of intensified capitalism are also explored.
Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive... more Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles, to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
Citation: Foley, J. A. (2012). The struggle for critical teacher education: How accreditation pra... more Citation: Foley, J. A. (2012). The struggle for critical teacher education: How accreditation practices privilege efficiency over criticality and compliance over negotiation. Critical Education, 4(3). Retrieved from
The Journal for Critical Education Policy Studies, 2015
As critical pedagogy becomes more mainstream on the educational landscape in the United States, i... more As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-inpractice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the ...
Journal of Computing in Teacher Education, 2005
This research examines the use of technology to create a relationship between student teachers an... more This research examines the use of technology to create a relationship between student teachers and preservice teachers as they navigate the union of practice and theory within the two contexts of a teacher education course and student teaching practicum. Technology was used to create a safe haven where students could explore their respective experiences through protected conversations. The study focused on the uses of electronic dialogue among students to strengthen the student educators’ abilities and awareness to integrate culturally responsive pedagogy, to practice reflective teaching, and to model professionalism through mentoring. Multiple qualitative data sources were analyzed, resulting in three themes: transformation of identity, collegial relationships, and cultural responsiveness.
Aace Journal, Apr 1, 2005
Inclusion, 2014
Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive... more Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
Critical Questions in Education, 2013
Every child born into the world should be looked upon by society as so much raw material to be ma... more Every child born into the world should be looked upon by society as so much raw material to be manufactured. Its quality is to be tested. It is the business of society, as an intelligent economist, to make the best of it.
Critical Education, 2013
In this article, the author uses a case study approach to explore and analyze a conflict within t... more In this article, the author uses a case study approach to explore and analyze a conflict within the Professional Education Unit (PEU) at her university. While the controversy seemed to focus on differing epistemologies concerning critical and traditional pedagogy for teacher preparation, the intensity of the clash suggested there were additional forces at work. The author argues that in this particular case, the undertow of a technical rational perspective, generated by an educational accrediting agency, privileged efficiency over criticality and compliance over negotiation. In addition, she suggests that the power structures embedded in the processes of accreditation interfered with unity supported by a common conceptual framework. The article concludes with recommendations on how an institution might use the educational ideals within their conceptual framework, required for accreditation, to liberate its authors from constrained communication that is bounded by a technical discourse.
ED469140 - Confronting Tensions in Collaborative Postsecondary Indigenous Education Programs: A R... more ED469140 - Confronting Tensions in Collaborative Postsecondary Indigenous Education Programs: A Reader.
Researchers and teacher educators have called for contextualizing the learning of pedagogy and co... more Researchers and teacher educators have called for contextualizing the learning of pedagogy and content within the complex context of schools. This account provides an overview of a web-based simulation called Sim-School (c) that provides a realistic framework for students to contextualize curricular decisions, differentiate instruction and reflect on their practice. The Sim-School(c) project addresses the question: What new opportunities can technology provide to help education programs better prepare pre service teachers for the diversity of school settings and the array of challenges they will face in the future? Qualitative and quantitative results are discussed in the investigation of the project's effectiveness.
As critical pedagogy becomes more mainstream on the educational landscape in the United States, i... more As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-in-practice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the face of intensified capitalism are also explored.
Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive... more Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles, to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
Citation: Foley, J. A. (2012). The struggle for critical teacher education: How accreditation pra... more Citation: Foley, J. A. (2012). The struggle for critical teacher education: How accreditation practices privilege efficiency over criticality and compliance over negotiation. Critical Education, 4(3). Retrieved from