This volume extends the discussions and critiques of neoliberalism in education by examining the potential for schools of education themselves to contest the types of policies that are typical in K-12 schooling.

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.

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