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The narratives raise questions about advocacy definitions under neoliberal reforms that constrain educators’ responsibilities to marginalized and vulnerable youth. 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These narrations are used to raise questions about how professional education organizations define advocacy at a time when neoliberal education reforms limit educators’capacity to carry out our collective responsibilities to marginalized and vulnerable youth. The authors suggest that in the current political climate that has dehumanized youth, demoralized their teachers, and disempowered teacher educators, educators need professional organizations that explicitly name injustices associated with the reductive curricula and for-profit tests that are hindering local teachers’and teacher educators’responsiveness to learners and engagement with democratic processes. In response to these injustices, the authors argue that teachers’professional organizations must do far more to work boldly both against the de-professionalization of educators and toward a re-professionalization of educators that centers rather than marginalizes advocacy and activism.  \nKeywords: professional organizations, teacher activism, educational advocacy  \n1 Correspondence concerning this article should be addressed to Noah Asher Golden. E-mail: [noah.golden@csulb.edu](noah.golden@csulb.edu)  \nTHE PROFESSIONAL ORGANIZATIONS WE NEED  \nA Friday at the Annual Convention, 2015  \nWe—members of a large national teachers’organization 1—were fired up and ready to go. A few dozen members of a social justice committee—mostly education graduate students and teacher education professors from across the United States—wanted to push back against the de-professionalization we see happening at every level of education. Tired of high-stakes tests, packaged curricula, and restrictive policies being required in lieu of meaningful responses to deep inequities, we wanted to question our complicity with the corporate giants who profit as our professional agency, expertise, and decision-making power diminish. We spent the day discussing scholarship ; documenting the ways that Teacher Performance Assessments (TPAs) limit possibilities for meaningful, equity-oriented teacher education, particularly in working with marginalized or vulnerable students (e.g., Dover, Schultz, Smith & Duggan, 2015; Dover & Schultz, 2016; Tuck & Gorlewski, 2016) .  \nFigure 1. Protest signs created at the annual convention.  \nWe listened to education reporter Valerie Strauss, a speaker at this convention, as she pointed out the ridiculous irony in that policymakers expect achievement and equity outcomes to emerge from deeply flawed, inequitable notions of accountability. We wanted to raise deeper questions while we gathered together at the conference, coming to participate from urban, suburban, and rural parts of our country. We asked ourselves: How can we carry out our responsibilities as justice-oriented teacher educators when our work is increasingly limited by reductive for-profit teacher candidate assessments? What does it mean for members to meet at a convention to work toward equitable education when Pearson—the largest multinatio","cbCairu1irBDPKr6","https://ap.wps.com/l/cbCairu1irBDPKr6","pdf",4394208,11,"English","# Abstract\n## Background and purpose\n## Actions at the annual convention\n## Questions raised about accountability and corporate influence\n## Protest activities and outreach","[{\"question\":\"What issue does the article address in teacher preparation programs?\",\"answer\":\"It addresses the use of high-stakes performance assessments that limit meaningful, equity-oriented teacher education, especially for marginalized or vulnerable students.\"},{\"question\":\"How do the authors participate in the annual convention?\",\"answer\":\"They organize and join demonstrations focused on de-professionalization, documenting how Teacher Performance Assessments restrict teacher education possibilities, and they also propose policy actions.\"},{\"question\":\"Why does the article emphasize corporate influence, especially Pearson?\",\"answer\":\"It questions what the professional organization’s relationship with Pearson means for advocacy against reductive for-profit assessments and policies that affect commitment to K-12 youth.\"}]","“People, Not Profits”: The Professional Organizations We Need | PDF",1792080081,28]