This paper aims to make problematic the appropriated conception of diversity presently used as an evaluation criterion by agencies responsible for accrediting schools of teacher education in the United States, analyzing how accreditation has consolidated the business agenda of educational institutions. The authors will examine how the agencies responsible for accrediting teacher education programs in the U. S. construct a concept of diversity that is ahistorical, apolitical, and atheoretical, creating a domesticated version of social justice programs that ignores the contradictions of the globalized economic order. At present, the ideology at the base of accreditation of teacher education institutions has generated liberal reforms that essentialize difference. The result is a policy of colored bodies within the boundaries of capitalist social relations that refuses to address the role educational institutions in the perpetuation of social inequalities. The implications of these liberal reforms are a negation of academic freedom for teacher education faculty, the increasing proliferation of sanitized version of social justice programs, and the commodification of diversity to support the business agenda of schools of education.

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Keywords

• Diversity
• Teacher Education
• Accreditation
• Social Justice

(30 min. Conference Paper, English)