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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.
List of contents
Table of contents
Series Editor’s Introduction
More about the Editors
List of Contributors
Teacher Education and its Discontents: An Introduction
Anne M. Phelan, Gunnlaugur Magnússon; Stephen Heimans & Ruth Unsworth.
Failure is not an option: A topology of education’s impossibility
F. Tony Carusi.
"Who killed Swedish teacher education?" Historicizing Current Debates on Teaching and Teaching Methods in Sweden
Tatiana Mikaylova, Daniel Pettersson & Gunnlaugur Magnússon
Resisting positive universal views of the OECD politics of teacher education: From the perspective of negative universality
Dion Rüsselbæk 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
Yorubá and Mātauranga Māori epistemologies in practice: decolonising teacher education in Brazilian and Aotearoa New Zealand universities.
Genaro Oliveira & Cândida Moraes
Didaktik as the Contour and Content of Teacher Education: Ways Forward in Thinking about Teaching
Johannes Rytzler & Gunnlaugur Magnússon
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 Rüsselbæk Hansen & Matthew Clarke
Epilogue: The Collective and the Contemporary - Reflections from ITERC
Gunnlaugur Magnússon & The International Teacher Education Research Collective
Index
About the author
Gunnlaugur Magnússon 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 Rancière’s 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.
Summary
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.
