Teacher Education and Its Discontents

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.

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