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ADVOCATING FOR DEMOCRATIC VALUES IN SPECIAL EDUCATION IN SAUDI VISION 2030

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DEMOCRATIC VALUES IN SAUDI SPECIAL EDUCATION

Advocating for Democratic values in Special Education in Saudi Vision 2030 Comment by Egbert, Joy Lynn: Do you mean you want them to integrate the values into this document? That’s not clear from the title – you might reword to make it clearer.

University Comment by Egbert, Joy Lynn: , the big problem with this paper is that it still really lacks focus. You talk about a lot of different things that may be linked but you don’t link them for the readers. Your title says SpEd but you talk about general education more, and your purpose is not clear – whether to talk about how to educate teachers in using democratic values or changing the minds of policymakers or making administrators do something else or working with SpEd or regular education students. Try to revise using more subtitles to guide you (you can delete them after if you need to). See notes on the paper and the Progress report.

Abstract

Democracy is a key value that every individual seeks to have integrated into the education sector. Saudi education is planning in the next 10 years to connect the future of the educational system with democratic values. This literature review assesses the literature on the current special education system in KSA, the values of democracy in special education with the vision 2030, special education curriculum, and possibilities for teacher preparation programs in light of democratic values. The paper aims at redefining teacher education to advocate for democracy in education. The teacher is key to the implementation of democratic values within the classroom, hence the need for democratically informed teacher education. As a result, the study concludes that KSA can incorporate democracdemocratic valuesy into the education system through 1) the content of curricula, 2) the choice of teaching methods and teacher preparation programs, and 3) student-centered approaches. This is appropriate for both educators and policymakers in implementing vision 2030 in the education sector, particularly in, special education in the Kingdom. Comment by Egbert, Joy Lynn: Key to what? Comment by Egbert, Joy Lynn: Not true Comment by Egbert, Joy Lynn: link Comment by Egbert, Joy Lynn: link Comment by Egbert, Joy Lynn: assesses how/for what? Comment by Egbert, Joy Lynn: write out the first time Comment by Egbert, Joy Lynn: need for? Comment by Egbert, Joy Lynn: meaning? Not sure I get what “with” means here. Comment by Egbert, Joy Lynn: Isn’t this part of the literature on sped in KSA? Comment by Egbert, Joy Lynn: Not sure this actually changes the definition of sped. Comment by Egbert, Joy Lynn: Check my added wording to see if it’s correct – the added small detail makes it easier to see what your paper will about.

Introduction

With the young spirit and bloods in the current stockholders of Saudi Arabia new education vision of 2030, the idea of introducing democratic values in the Saudi system has divided into two parties, one is agreeing on this vision of educational reform, and the other still sticking to the traditional way. This vision advocates to implement democratic values within the educational system. The educational system contained general and special education programs under the supervision of the ministry of education. Therefore, they make decisions for them , leading to a current system that does not encourage student participation (Khashan, 2017), lacks of opportunitiesy for students to decide on their own occurred when the educational system understood democratic values differently. Comment by Egbert, Joy Lynn: This grammar and vocab doesn’t make sense to me. Also, in the second part of the sentence, an idea can’t be divided into two parties. Comment by Egbert, Joy Lynn: So only people who have stock count here? Comment by Egbert, Joy Lynn: Which? And a vision can’t advocate – people can, though. Comment by Egbert, Joy Lynn: Link needed Comment by Egbert, Joy Lynn: Who? The ministry is “it” Comment by Egbert, Joy Lynn: So are you trying to say this is some kind of problem? It might be easier to understand this whole intro if you say “The problem is…” and “the purpose is…” Comment by Egbert, Joy Lynn: Meaning? Comment by Egbert, Joy Lynn: How does a system “understand”? I think I know what you’re trying to say here, but the grammar and vocabulary get in the way of comprehensibility.

With the growth of democratic values in the globe, it is no longer limited to governance and political levels. Unlike in the past, when the word democracy could usually refer to the rule of the majority and equity, it is now used to represent a different situational balance between the students with disabilities rights and the educational system in different institutions across Saudi Arabia. This paper review the literature on how democratic values is currently incorporated into the educational systems in Saudi Arabia and the United States in terms of democratic values and how teachers practice democratic values within the special education classrooms. Teachers need to understand the importance of democratic values in special education classrooms. The democratic values can be blended with educational values to provide a safe and collaborative space for learning to produce deliberative students by restructuring the systems of education. As a result, this Literature review provides an explanation of how to prepare teachers to support the special education programs that is built and managed on democratic grounds. Comment by Egbert, Joy Lynn: What does “it” refer to? Comment by Egbert, Joy Lynn: What are disabilities rights? Comment by Egbert, Joy Lynn: If they are already incorporated, why are you talking about them? Do you mean the extent to which the values are incorporated? Comment by Egbert, Joy Lynn: This isn’t in your title or abstract – why do you need to look at the US instead of just Saudi? Comment by Egbert, Joy Lynn: link Comment by Egbert, Joy Lynn: You said above that the lit review talks about other things – if this is another thing it does, put it in the same sentence. Comment by Egbert, Joy Lynn: So it is or isn’t about teaching/instruction? You seem to change the answer to this question.

Literature Review

Because of the lack of democratic education practices in the Saudi educational system which affects students with special needs, and how to prepare teachers to involve their students with special needs as a sign of democratic education, this literature review emphasizes the important aspects that represent the democratic values in the educational system such as the curriculum, school organization, and administration, and method of instruction (Amukugo, 2017). This literature review assesses the literature on the special education system in SA, the values of democracy in special education with the vision 2030, and special education curriculum teacher preparation programs. In order to establish a bases for integrating democratic values in special education in Saudi Arabia, its starts with understanding these values and the need of preparing teachers to integrate it within their classrooms. Comment by Egbert, Joy Lynn: You haven’t shown this yet Comment by Egbert, Joy Lynn: No evidence has been presented for this statement Comment by Egbert, Joy Lynn: Not parallel – what about how? Do you mean “the lack of understanding/knowledge about how…” Comment by Egbert, Joy Lynn: I’m just going to highlight when you use a word that doesn’t work well6 Comment by Egbert, Joy Lynn: SO these are your sections for your lit review? I checked and they aren’t. Comment by Egbert, Joy Lynn: See my comments above to make this clearer Comment by Egbert, Joy Lynn: No it doesn’t – your first subtitle is “SpEd system in Saudi and Vision 2030”

Saudi educators need to understand the meaning of democracy and the democratic values that they need to know to integrate within the system. Democracy in education is a means of ensuring equity and equality in the education system. Various studies have established that the democratic education advocate to equality and equity within their institutions. Furthermore, various international agencies support democratic education and the Saudi government and policymakers can utilize the help of such organizations to establish a democratic education system. Such agencies include the European Democratic Education Community, founded in 2008, and the Alliance for Self-Directed Education, which was established in 2016 to ensure that education is not an institution imposed on students but shaped by the realms of democracy, self-will, and assurance. Comment by Egbert, Joy Lynn: If this is the argument you’re trying to make, put it in the lit review and support your assertions with evidence. Comment by Egbert, Joy Lynn: Democracy and democratic values are NOT the same thing, as discussed previously. Be very precise about which/what you mean every time you write it. Comment by Egbert, Joy Lynn: This sentence doesn’t make sense – it says that democratic education has institutions. Also, there is no cite to support what you’re saying. Comment by Egbert, Joy Lynn: What is the point of this section? How does it relate to your purpose? Maybe this goes in the conclusion? Or somewhere when you’re talking about resources?

The need for the democratic values in Saudi Arabia education becomes a requirement with all the new changes and the Vision 2030 of the kingdom. Saudi education should be integrated with the democratic values that all children can explore their lines of interest rather than being forced to repeat what others have done previously. The Saudi education is going in constant transformation for their system to come along with the world growth. These transformation comes as part of the country vision. Comment by Egbert, Joy Lynn: You don’t really show this “need” – what’s the problem with the current system? Where’s the evidence that it IS a problem? Comment by Egbert, Joy Lynn: Does this mean NO standardized curriculum? Say exactly what you mean in the fewest words possible. Comment by Egbert, Joy Lynn: Not sure either what this means or how it links to the rest of the paragraph/paper.

Special Education System in Saudi Arabia and Vision 2030

Before discussing the democratic values, it is important to understand the current situation of Saudi educational system especially special education programs. A review of the current Saudi educational system can be used as a basies to understand how to integrate democratic values within the teacher preparation programs. In 1952, the first ministry of education was established in Saudi Arabia which was followed by the start of classes of special education for the blind in 1958. The ministry of education formed another division in 1962 which was to be responsible for the administration for special education which was focused on improving learning for the students with a disability (Aldabas, 2015; Al-Kheraigi, 1989). Comment by Egbert, Joy Lynn: Above you said you’re starting with this, so you are not being consistent Comment by Egbert, Joy Lynn: So do we need to know the WHOLE system or just teacher education, since that’s your focus. And do you mean SpEd teacher education? Comment by Egbert, Joy Lynn: How is this history important to your argument? Tell us.

"Education for all" has been one of the areas where the kingdom of Saudi Arabia has invested in greatly, the emphasis being its' education system and the current special education services for the students with disabilities. The kingdom of Saudi Arabia took actions that were related to establishing rules and regulations that guaranteed rights for people with disabilities together with the improvement of the quality of special education programs and the professionals administering the programs (Al-Mousa, 2010; Alquraini, 2010). From these rules and regulations, we can see the importance of democracy in the Saudi educational system, and by addressing the importance of democratic education in the teacher preparation program in Saudi Arabia, education MAY becomes more democratic. Comment by Egbert, Joy Lynn: Unclear – how do rules show the importance of democracy? They can support democratic values, but your statement doesn’t make sense here. Comment by Egbert, Joy Lynn: We can’t see the future, so we can’t use definite verbs to describe it. Therefore, qualifying language is necessary here and in other places that talk about what we hope/expect/believe.

With the motivation for better learning outcomes the Saudi government believes that the success of an individual or a country indeed starts with a vision, and for any vision to be successful there must be pillars (Alomi, 2017). This vision is driven by three pillars., One refers to Saudi Arabia’s “status as the heart of the Arab and Islamic world,” another to the country’s “determination to become a global investment powerhouse,” and the third to the goal of "transforming [Saudi Arabia’s] unique strategic location into a global hub connecting three continents” (Khashan, 2017). This vision and its pillars are very important to the Kingdom, but for them to be successful, the educational system must be given priority, since it is the backbone of achieving virtually all the objectives outlined in Vision 2030. Comment by Egbert, Joy Lynn: Which? Are you talking about Vision 2030? You haven’t introduced it yet. Comment by Egbert, Joy Lynn: Page numbers needed

The aims and objectives of Vision 2030 reveal the need for democratic values in education; thus, if all its recommendations concerning education are implemented, the emphasis on education will “enable the democracy everyone awaits” (Khashan, 2017). For instance, consider some of the strategic objectives that were proposed by the National Transformation Program (NTP) about the education sector. Key NTP proposals include: Comment by Egbert, Joy Lynn: Isn’t the need revealed by the current status of education? I’m not sure how aims reveal a need? Comment by Egbert, Joy Lynn: Is this part of the vision somehow?

1. Improving the recruitment, training, and development of teachers, Comment by Egbert, Joy Lynn: These are not necessarily democratic values, although they are good goals for education in some ways.

2. Improving the learning environment to stimulate creativity and innovation,

3. Improving the curriculum and teaching methods,

4. Improving students’ values and core skills,

5. Developing financing methods and improving financial efficiency,

6. Educating students to address the requirements of national development and the demands of the labor market, and

7. Increasing private sector participation in education.

If these seven goals of the NTP can be implemented before 2030, which is the intention, then education in Saudi Arabia will have the democracy values that they needs.

Saudi Special Education through the Values of Democracy

Democracy is a key value that every individual seeks to have integrated into the education sector. Saudi education is planning in the next 10 years to connect the future of the educational system with democratic values. When integrating the democratic values in Saudi education this will benefit all students especially students with disabilities so they can be an active part in their future and through their education process. The benefits of integrating democratic values can be identified by saying that in democratic education, students and teachers use different ways to learn to exercise leadership skills: leading departments, clubs, and societies while taking into consideration the democratic values of justice, love, fairness, and cooperation (Stone et al., 2016). The kind of leaders molded by democratic education are not authoritarian but liberal, with the power to build human relationships and advocate for social relations as the basis of good leadership. Therefore, with democratic education, students can identify their talents and engage in creative activities that will help them develop those talents. For example, students may cultivate a rich interest in music, art, dance, swimming, research studies, or computer programming rather than concentrating solely on traditional academic subjects (Danforth, 2016). Democratic education aims to ensure that students and even teachers develop creative and rational means of problem-solving through critical thinking. It does not permit room for the laziness of depending on others to find solutions for problems in society. Since the teaching-learning methods are students based, such as experimentation, demonstration, and project work, students develop the art of critical thinking in accomplishing classroom tasks rather than depending on the teacher to provide all the academic content. This helps students be independent in their thinking. Comment by Egbert, Joy Lynn: no Comment by Egbert, Joy Lynn: no evidence - qualify Comment by Egbert, Joy Lynn: So democracy is leadership skills? I disagree. Comment by Egbert, Joy Lynn: You need to start from the beginning of this lit review by defining these values and providing evidence that they are useful in education for something. THEN, you can talk about what Saudi SpEd looks like in comparison to them and what/why needs to be done. THEN, you can talk about how teacher education can focus on democratic values and provide evidence that this solves some of the problem that you want to focus on. Comment by Egbert, Joy Lynn: Not always true! Plenty of world leaders have had “democratic” education here and are still despots and tyrants. Comment by Egbert, Joy Lynn: Link? Different ideas. Comment by Egbert, Joy Lynn: link Comment by Egbert, Joy Lynn: but in a democracy, people can choose this if they want. What do you mean? In an IDEAL society? Comment by Egbert, Joy Lynn: Qualify – they have opportunities to, at least, but not all WILL Comment by Egbert, Joy Lynn: And why are all these things important in Saudi?

Democratic education caters to the sincere appreciation of cultural diversity, individual differences, and the ability to put institutional interests before personal interests. This prepares and trains students to avoid and root out greedy motives in the society in which they live. Comment by Egbert, Joy Lynn: Lots of this needs to be qualified, because you are idealizing democratic education to the point where it sounds like a miracle, when all it can really do is MAYBE prepare SOME students to do this…

In addition to understanding the social aspect, Democracy requires a spirit of cooperation and healthy human relationships, where things are done not individually but using inclusion and teamwork: It teaches participants to unite and do things together, understand one another’s weaknesses and strengths, put together ideas, and combine efforts towards a common goal. It also ensures those with special needs, such as physical and mental disabilities, are incorporated in educational activities, and that they are not left behind in decision-making activities (Beneke & Cheatham, 2016, p. 237). Comment by Egbert, Joy Lynn: And where is this a reality? Provide evidence that 1) it’s possible and 2) it works. This all looks like just your opinion because you don’t cite any evidence.

These values CAN make the students with disabilities feel part of the team and that their differences are respected. They MAY also get to join others in using their talents and abilities to help build society while their intellect is developed. They MIGHT feel like part of society by being trusted with the responsibility for social activities. These values can be blended with all school activities and within their curriculum to make sure that these values are fully integrated.

Democratic Values in Curriculum Content

The Saudi curriculum is developed by education experts in the Ministry of Education so that the compulsory curriculum is developed annually to suit the development in various fields of education. Furthermore, with regard to special education curricula, the curricula are derived from general education curricula but more smoothly taking into account the needs of students, in addition to the existence of individual plans to support the student in additional skills to support the educational process. To support the integration of democratic values in Saudi education the curriculum should be able to support both general education students and special needs students (Einarsdottir et al., 2015). The curriculum content given to students should reflect what they can relate to in their society. It should reflect their day-to-day lives within the compulsory content while incorporating the socially acceptable norms and values to which students can relate. In addition, Einarsdottir et al. (2015) emphasize that teaching methods should reflect fairness, sensitivity to individual student differences, and respect for students. Curriculum planners should involve teachers when selecting curriculum content since it is teachers who implement curricula in the classroom. Furthermore, Danforth (2016) points out that apart from students and teachers, non-teaching and other support staff should be given ample time to plan school activities, suggest school policy, choose their teaching methods, and research their various disciplines. This will help create a good connection between the teachers and administrators in educational institutions and make teachers feel needed and appreciated since their input is considered important. According to Castro-Villarreal and Nichols (2016), democracy is added to the curriculum content to ensure teachers instill democratic value through teaching and assessment. The application of democracy in the development of curriculum content develops a strong foundation of equity in an educational system. For example to support the curriculum to integrate democratic values, in inclusion schools, special needs students should be taken care of and provided with favorable learning aids and resources such as wheelchairs, braille devices, and hearing aids to ensure that “they also receive the same quality education as others without feeling left out due to their disabilities” (Stone et al., 2016, p.13).

The curriculum should, therefore, give students opportunities to think reflectively about the society in which they live, to find rational solutions to the problems they face. Minton and Sullivan (2013) claim that the primary purpose of education is to produce students who can think critically and solve problems through reflective thinking, cooperative activity, and rational debate. For example, students who participate in science-based competitions have “capabilities of identifying problems in society and seek solutions to them by involving their mental and physical processes” (Minton & Sullivan, 2013, p.190). The compulsory curriculum in Saudi Arabia can’t be modified to fit each individual, but with teacher creativity with the supplement materials, to create an opportunity for the student with special needs to be involved and engaged with their peers. Therefore, the teacher needs to be ready to integrate the democratic values in their classrooms, by preparing teachers with these values the special education programs will be more democratic than what they are now.

Teacher Education and Preparation Programs

Democracy in education has the objective of instilling desirable values into its students through their teachers. To integrate the democratic values teachers need to know these values and how to incorporate them within their classrooms, especially in special education classroom. Teachers are role models for their students. A democratic teacher education program needs incorporate the democratic values into its actions so that future teacher learn and practice them. These values include justice, equality, determination, and cooperation. Moreover, Stone et al (2016) cite that a teacher should ensure that all students are treated equitably without bias on any grounds. Equity should be exercised in terms of learning conditions, examinations, and the provision of resources. Every teacher should, therefore, manipulate the classroom environment and “make use of his/her position as a teacher to enrich and ensure the building of students’ personalities in an all-round manner” (Fortunato, 2017, p. 180). The future teacher should be prepared to exhibit positive and liberal attitudes “toward “a democratic values. The future teacher should prepared to foster cooperation among students. To set a good example for the students to emulate, all teachers should ensure that they show respect to everyone they interact with (Banks, 2014). Teacher education should ensure that future teachers learn to integrate this essential aspect into their teaching before they are released to their professional fields, given the fact that teachers are the primary implementers at the classroom level. Teachers should provide ample freedom, love, and justice in the classroom. To prepare the future teachers the Kingdom of Saudi Arabia have placed particular emphasis on reforms in the education sector for better education for all.

Reform the Educational System

For the last two decades, there has been an enormous transformation in the Saudi Arabian education system. Saudi Arabia is motivated by achieving the goals and objectives of Vision 2030. Research on the education system in Saudi Arabia has revealed that, if there is a single barrier to achieving the Kingdom’s economic vision, it is the education system. Critical thinking, which must be fundamental to the education system, is lacking even among the lecturers and those who are preservice secondary school teachers in education programs at Saudi Arabian universities (Kovacs, 2014). Several reforms have since been implemented. One was the research rationale that involves a smart model was introduced in two phases. The first phase directed every national school to change its role from the traditional way of schooling to a smart way of learning (Kovacs, 2014). This moved schools from being just places to learn to places with genuine, robust educational environments that include modern educational technology and produce both qualified teachers and great leaders. These qualified teachers will use their leadership skills and modern educational technology to help students make their own choices about what they want to become by supporting their creative thinking and thus making education democratic. The second phase, the school development model, was introduced in 2011. The focus was on having every school combine a self-evaluation with planning. This phase-based its objectives in excellence for all, commitment from everyone, accountability for all, professionalism from everyone, and transparency and clarity by everyone (Kovacs, 2014).

Saudi Arabia tries to attain its economic vision, to imply that, it must have the right people in the right places, all working toward the same goal, and this is only possible with good relations. For a relationship to exist, there must be communication (Bremmer, 2004). English has become an international language that compels every nation to teach it in school. In Saudi Arabia, English has proven to be a problem in that everyone, from teachers to students, has little real interest in the language. All involved have become are demotivated due to inappropriate curricula in the universities and even lower levels of education elsewhere in the Kingdom’s educational system. Recommendations have been implemented to ensure that this problem with English is dealt with. The government has come up with incentives, material and otherwise, to ensure that everyone is motivated to learn English, which is crucial to achieving the goals of Vision 2030. Through this effort, education is becoming more democratic. Therefore, the idea of attaining economic power in the year 2030 is promoting democratic values in education in Saudi Arabia (Allmnakrah & Evers, 2019).

Conclusion

The purpose of this paper was to review the literature on the future of special education programs in Saudi Arabia through the lenses of democratic values and in relation to vision 2030 in the education sector. Various scholars expressed the need for reform in the Saudi education system and that the greatest hindrance to achieving vision 2030 in the education sector is the current education system. The review establishes that for the Kingdom of Saudi to meet its proposed missions in the vision 2030, it has to reform the education system, including special education programs, and incorporate democratic values within their educational system. This review proposes ways in which democratic values can be incorporated into the education system to improve the special education programs and inclusion for students with disabilities. As a result of conducting this review,The evidence suggests that I propose that educators and policymakers to should consider incorporating democratic values in curriculum content, teacher preparation, and general education system reform. Therefore, more research is needed in this field of inqui1ry to establish the process of incorporating these values in terms of labor, finances, and time. This would help in establishing the roots to achieve the 2030 vision smoothly. Therefore, policymakers should take this study seriously to ensure they achieve the vision of incorporating democracy and improving special education programs in Saudi Arabia. Comment by Egbert, Joy Lynn: You said in the intro that it was to explain how to train teachers Comment by Egbert, Joy Lynn: Which you don’t explain clearly with evidence Comment by Egbert, Joy Lynn: My understanding is that education reform is PART of the Vision – I don’t understand how it’s a separate idea? Comment by Egbert, Joy Lynn: But your focus is SpEd – or if it’s not, delete the SpEd parts and focus on this general stuff. Comment by Egbert, Joy Lynn: Policy makers? Or teacher educators? I think your audience changes back and forth throughout.

References

Allmnakrah, A., & Evers, C. (2019). The need for a fundamental shift in the Saudi education system: Implementing the Saudi Arabian economic vision 2030. Research in Education. https://doi.org/10.1177/0034523719851534

Amukugo, E. M. (2017). Democracy and education in Namibia and beyond : a critical appraisal. Windhoek, Namibia: University of Namibia Press.

Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194(3), 1-12.

Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, Democratic Family–Professional Partnerships: (Re) Conceptualizing Culture and Language in Teacher Preparation. Topics in Early Childhood Special Education, 35(4), 234-244.

Castro-Villarreal, F., & Nichols, S. L. (2016). Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice. Teachers College Record, 118(14), n14.

Danforth, S. (2016). Social justice and technocracy: Tracing the narratives of inclusive education in the USA. Discourse: Studies in the cultural politics of education, 37(4), 582-599.

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Einarsdottir, J., Purola, A. M., Johansson, E. M., Broström, S., & Emilson, A. (2015). Democracy, caring, and competence: Values perspectives in ECEC curricula in the Nordic countries. International Journal of Early Years Education, 23(1), 97-114

Fortunato, M. W. (2017). Advancing educational diversity: antifragility, standardization, democracy, and a multitude of education options. Cultural Studies of Science Education, 12(1), 177-187.

Kovacs, A. (2014). Saudi Arabia exporting Salafi education and radicalizing Indonesia’s Muslims. GIGA Focus, 7. http://epub.sub.uni-hamburg.de/epub/volltexte/2016/54020/pdf/gf_international_1407.pdf

Minton, G., & Sullivan, M. A. (2013). Educational Justice, Transformative Leadership Practices, and Special Needs Students. International Journal of Education, 5(4), 190.

Mullins, R. (2019). Using Dewey's Conception of Democracy to Problematize the Notion of Disability in Public Education. Journal of Culture and Values in Education, 2(1), 1-17. Piller, I. (2016). Linguistic Diversity in Education. I. Piller, Linguistic Diversity, and Social Justice: An Introduction to Applied Sociolinguistics, 98-129.

Stone, J. P., Sayman, D. M., Carrero, K., & Lusk, M. E. (2016). Thoughts on Dewey’s democracy and (special) education. Journal of Thought, 50(3-4), 3-17.

Zeichner, K. M. (2017). Advancing social justice and democracy in teacher education: Teacher preparation 1.0, 2.0, and 3.0. The Struggle for the Soul of Teacher Education (pp. 268-275). Routledge.