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The inclusive teacher educator: Spaces for civic engagement
[external].
2010 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 31, no 4, 411-422 p.Article in journal (Refereed) Published
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.

Place, publisher, year, edition, pages
Routledge , 2010. Vol. 31, no 4, 411-422 p.
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-8228DOI: 10.1080/01596306.2010.504359Local ID: 2320/12973OAI: oai:DiVA.org:hb-8228DiVA: diva2:889111
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-11-18Bibliographically approved

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CiteExportLink to record
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  • apa
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More styles
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