000			02381 a2200325 4500
001			1138840742
005			20250317100418.0
008			250312042017GB eng
020			_a9781138840744
037			_bTaylor & Francis _cGBP 41.99 _fBB
040			_a01
041			_aeng
072	7		_aJNMT _2thema
072	7		_aJNF _2thema
072	7		_aJNK _2thema
072	7		_aJNMT _2bic
072	7		_aJNF _2bic
072	7		_aJNK _2bic
072	7		_aEDU000000 _2bisac
072	7		_aEDU032000 _2bisac
072	7		_aEDU034000 _2bisac
072	7		_a370.711 _2bisac
100	1		_aMatthew Clarke
245	1	0	_aTeacher Education and the Political _bThe power of negative thinking
250			_a1
260			_aOxford _bRoutledge _c20170119
300			_a150 p
520			_bTeacher Education and the Political is a striking book which addresses the nature and purpose of teacher education in a global context characterised by economic and political anxieties around declining productivity and social inclusion. These anxieties are manifested in recent policy developments such as the promotion of professional standards, the deregulation and marketisation of teacher education and the imposition of performance-related regimes that tie teachers’ pay to outcomes in high-stakes testing. The book assesses the implications of such policies for the work of teachers as well as for teacher educators and those undertaking initial teacher training. It is argued that these policy moves can be read as a depoliticising and de-intellectualising of teacher education. In this context, they illustrate how contemporary theory can provide a language for critiquing recent developments and imagining new trajectories for policy and practice in teacher education. Drawing on the work of theorists from Derrida and Mouffe to Agamben and Lacan, this book argues for the need to maintain a space for intellectual autonomy as a critical dimension of the ethico-political work of teachers. Together these ideas and analyses provide examples of the power of negative thinking, illustrating its capacity to unsettle comfortable truths and foreground the political nature of teacher education. Current teachers, teacher educators and school leaders will be particularly interested readers, alongside those concerned with policy in the wider educational landscape.
700	1		_aAnne Phelan _4A01
999			_c3106 _d3106