If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers’ intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education.
Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical, political, aesthetic vocabularies, drawn from the Humanities, is vital at a time when the dehumanizing influences of performativity, standardization and accountability are evident in education systems across the world, and when we are in danger of losing the things that we most value and are the least measurable - relationships, independent thought, and ethical judgment.
Curriculum Theorizing and Teacher Education will be of interest to teacher educators who are practicing, researching, or (re)designing teacher education, as well as policy makers who are curious about new possibilities for framing the "problem" of teacher education at provincial, state and federal levels.
Introduction: On Second Thoughts, Confounded Speech and Teacher Education Part 1: Complicating Conjunctions The Subject of Judgment. Lessons in Study. Violence and Subjectivity in Teacher Education Part 2: Disturbing Relations Portfolios as Public Spaces in Teacher Education. At the Edge of Language: Truth, Falsity, and Responsibility in Teacher Education. Power and Place in Teaching and Teacher Education Part 3: Figuring the Teacher The Teacher As Idealist. Teacher As Stranger At Home. The Virtues of the Heartless Teacher. Desacralizing ‘Teacher’.
Theorizing Education brings together innovative work from a wide range of contexts and traditions which explicitly focuses on the roles of theory in educational research and educational practice. The series includes contextual and socio-historical analyses of existing traditions of theory and theorizing, exemplary use of theory, and empirical work where theory has been used in innovative ways. The distinctive focus for the series is the engagement with educational questions, articulating what explicitly educational function the work of particular forms of theorizing supports.