From researchers and teacher educators across the world, this book presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education, and a standard of dissensus for teacher education. A useful guide for education researchers, teacher educators and scholars.
This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education, and a standard of dissensus for teacher education.
This first volume from the International Teacher Education Research Collective (ITERC), illustrates common themes and problems in politics of education, in particular, standardization, marketization, governance of and policy in education with both country specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological, and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge, and ethics in teacher education in a range of international settings; and, to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research, and for critical resistance to hegemonic discourses of education.
Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.
Table of contents
Series Editors Introduction
More about the Editors
List of Contributors
Teacher Education and its Discontents: An Introduction
Anne M. Phelan, Gunnlaugur Magnśsson; Stephen Heimans & Ruth Unsworth.
Failure is not an option: A topology of educations impossibility
F. Tony Carusi.
"Who killed Swedish teacher education?" Historicizing Current Debates on
Teaching and Teaching Methods in Sweden
Tatiana Mikaylova, Daniel Pettersson & Gunnlaugur Magnśsson
Resisting positive universal views of the OECD politics of teacher education:
From the perspective of negative universality
Dion Rüsselbęk Hansen, Deborah Heck, Elaine Sharpling & Paul McFlynn.
An Ethic of Innocence: The Fragile Contours of Teacher Education in Canada
Anne M. Phelan
Teacher education, agency and knowledge: Conditions of epistemic (in)justice
in teacher education
Matthew Clarke & Ruth Unsworth
Yorubį and Mtauranga Mori epistemologies in practice: decolonising teacher
education in Brazilian and Aotearoa New Zealand universities.
Genaro Oliveira & Cāndida Moraes
Didaktik as the Contour and Content of Teacher Education: Ways Forward in
Thinking about Teaching
Johannes Rytzler & Gunnlaugur Magnśsson
The current English Education Reform and privileged methodologies for
pre-service teacher education
Lisa Murtagh & Louisa Dawes
The Educational Theory of Seikatsu Sidou: Inviting a Singular Sense of
Responsibility
Takenori Sagara
Toward a New Standard of Dissensus: Notes on De-standardising Teacher
Education
Stephen Heimans, Dion Rüsselbęk Hansen & Matthew Clarke
Epilogue: The Collective and the Contemporary - Reflections from ITERC
Gunnlaugur Magnśsson & The International Teacher Education Research
Collective
Index
Gunnlaugur Magnśsson is Associate Professor at Uppsala University and was, at the time of writing, Associate Professor II at University of Oslo. His research and publications have primarily revolved around inclusive education, marketization, educational professions, education politics and policy, teacher education and the pedagogy of higher education.
Anne M. Phelan is Professor in the Department of Curriculum and Pedagogy at the University of British Columbia and Honorary Professor at the Education University of Hong Kong. Her research focuses on teachers intellectual and political freedom and the creation of teacher education programs and policies that support that end.
Stephen Heimans writes and teaches about education policy, leadership and enactment. He has expertise in education research methodology and schooling in underserved communities. He is interested in enacting radical equality as proposed by Jacques Rancičres thinking and the philosophy of science of Isabelle Stengers, especially experimental constructivism.
Ruth Unsworth is Senior Lecturer of Initial Teacher Education at York St John University. Her research interests and publications center around actor-network theory, psychoanalytic theory and ethnographic explorations of the relationship between global education policy and teachers classroom practices.
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