000			02074 a2200277 4500
001			1136698574
005			20250317100356.0
008			250312042015GB eng
020			_a9781136698576
037			_bTaylor & Francis _cGBP 44.99 _fBB
040			_a01
041			_aeng
072	7		_aJNA _2thema
072	7		_aJNMT _2thema
072	7		_aJNA _2bic
072	7		_aJNMT _2bic
072	7		_aEDU000000 _2bisac
072	7		_aEDU007000 _2bisac
072	7		_a375.006 _2bisac
100	1		_aAnne M Phelan
245	1	0	_aCurriculum Theorizing and Teacher Education _bComplicating conjunctions
250			_a1
260			_aOxford _bRoutledge _c20150211
300			_a202 p
520			_bIf 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.
999			_c705 _d705