Julie Gorlewski is Associate Professor and chair of the Department of Learning and Instruction at the University at Buffalo, The State University of New York, USA. A former English teacher and editor of English Journal, she has published ten books and numerous articles and book chapters. Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto, Canada.

‘This book is about and beyond many things: corporate-driven teacher evaluation models, the history of schools, and the fact that learning and teaching have existed before and will outlast racist and colonial approaches to school. Here, you have up-close details of refusal and bumps along the path that is made by walking it. As essentially, we learn from a sorely needed history of how schools of education came to a place where they, as potentially nimble, liberatory dogs, are instead wagged by tails of mediocrity, thinly veiled racism, and femininity rather than feminism. If you had to administer, justify your syllabi against, or, most disturbingly, ‘take’ the EdTPA, this is the book you’ve been waiting for. Read, teach, learn. As your birthright.’—Leigh Patel, Associate Dean of Equity and Justice, School of Education, University of Pittsburgh ‘Gorlweski and Tuck’s Who Decides Who Becomes a Teacher? is a major accomplishment and a critically important contribution in the fight to save teacher education in the U.S. It shows us that schools of education have the potential to be sites of radical resistance to inequality and white supremacy, but only if we decide to make them that way.’—Wayne Au, Professor, School of Educational Studies, University of Washington Bothell

• List of Tables Acknowledgements List of Contributors PART I: Resisting the Power of Policy: The Scoring Consortium 1. Schools of education as sites of resistance 2. EdTPA, settler colonialism and antiblackness 3. The alternative scoring consortium 4. An Uneasy Relationship: The History of Teacher Education in the University 5. Who decides who becomes a teacher? PART II: Rights and Responsibilities: Challenges of Resistance 6. Who Has the Right to Decide? 7. Collaboration in Isolation: Policy Paradox in edTPA 8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy 9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy 10. Missing the Mark: Indigenous Teacher Candidates and edTPA 11. If not us, then who? Appendix

Julie Gorlewski is Associate Professor and chair of the Department of Learning and Instruction at the University at Buffalo, The State University of New York, USA. A former English teacher and editor of English Journal, she has published ten books and numerous articles and book chapters. Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto, Canada.

‘This book is about and beyond many things: corporate-driven teacher evaluation models, the history of schools, and the fact that learning and teaching have existed before and will outlast racist and colonial approaches to school. Here, you have up-close details of refusal and bumps along the path that is made by walking it. As essentially, we learn from a sorely needed history of how schools of education came to a place where they, as potentially nimble, liberatory dogs, are instead wagged by tails of mediocrity, thinly veiled racism, and femininity rather than feminism. If you had to administer, justify your syllabi against, or, most disturbingly, ‘take’ the EdTPA, this is the book you’ve been waiting for. Read, teach, learn. As your birthright.’—Leigh Patel, Associate Dean of Equity and Justice, School of Education, University of Pittsburgh ‘Gorlweski and Tuck’s Who Decides Who Becomes a Teacher? is a major accomplishment and a critically important contribution in the fight to save teacher education in the U.S. It shows us that schools of education have the potential to be sites of radical resistance to inequality and white supremacy, but only if we decide to make them that way.’—Wayne Au, Professor, School of Educational Studies, University of Washington Bothell

• List of Tables Acknowledgements List of Contributors PART I: Resisting the Power of Policy: The Scoring Consortium 1. Schools of education as sites of resistance 2. EdTPA, settler colonialism and antiblackness 3. The alternative scoring consortium 4. An Uneasy Relationship: The History of Teacher Education in the University 5. Who decides who becomes a teacher? PART II: Rights and Responsibilities: Challenges of Resistance 6. Who Has the Right to Decide? 7. Collaboration in Isolation: Policy Paradox in edTPA 8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy 9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy 10. Missing the Mark: Indigenous Teacher Candidates and edTPA 11. If not us, then who? Appendix

Julie Gorlewski is Associate Professor and chair of the Department of Learning and Instruction at the University at Buffalo, The State University of New York, USA. A former English teacher and editor of English Journal, she has published ten books and numerous articles and book chapters. Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto, Canada.

‘This book is about and beyond many things: corporate-driven teacher evaluation models, the history of schools, and the fact that learning and teaching have existed before and will outlast racist and colonial approaches to school. Here, you have up-close details of refusal and bumps along the path that is made by walking it. As essentially, we learn from a sorely needed history of how schools of education came to a place where they, as potentially nimble, liberatory dogs, are instead wagged by tails of mediocrity, thinly veiled racism, and femininity rather than feminism. If you had to administer, justify your syllabi against, or, most disturbingly, ‘take’ the EdTPA, this is the book you’ve been waiting for. Read, teach, learn. As your birthright.’—Leigh Patel, Associate Dean of Equity and Justice, School of Education, University of Pittsburgh ‘Gorlweski and Tuck’s Who Decides Who Becomes a Teacher? is a major accomplishment and a critically important contribution in the fight to save teacher education in the U.S. It shows us that schools of education have the potential to be sites of radical resistance to inequality and white supremacy, but only if we decide to make them that way.’—Wayne Au, Professor, School of Educational Studies, University of Washington Bothell

• List of Tables Acknowledgements List of Contributors PART I: Resisting the Power of Policy: The Scoring Consortium 1. Schools of education as sites of resistance 2. EdTPA, settler colonialism and antiblackness 3. The alternative scoring consortium 4. An Uneasy Relationship: The History of Teacher Education in the University 5. Who decides who becomes a teacher? PART II: Rights and Responsibilities: Challenges of Resistance 6. Who Has the Right to Decide? 7. Collaboration in Isolation: Policy Paradox in edTPA 8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy 9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy 10. Missing the Mark: Indigenous Teacher Candidates and edTPA 11. If not us, then who? Appendix