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Traditionally, teacher education research theory and practice have
had a technical-rational focus on productions of knowledge, skills,
performance and accountability. Such a focus serves to (re)produce
current educational systems instead of noticing and critiquing the
wider modes of domination that permeate schools and school systems.
In Social Theory for Teacher Education Research, Kathleen Nolan,
Jennifer Tupper and the contributors make arguments for drawing on
social theories to inform research in teacher education - research
that moves the agenda beyond technical-rational concerns toward
building a critically reflexive stance for noticing and unpacking
the socio-political contexts of schooling. The theories discussed
include Actor-Network Theory (ANT), Cultural Historical Activity
Theory (CHAT) and la didactique du plurilinguisme, and social
theorists covered include Barad, Bernstein, Bourdieu, Braidotti,
Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this
book make explicit how innovative social theory-driven research can
challenge and change teacher education practices and the learning
experiences of students.
Traditionally, teacher education research theory and practice have
had a technical-rational focus on productions of knowledge, skills,
performance and accountability. Such a focus serves to (re)produce
current educational systems instead of noticing and critiquing the
wider modes of domination that permeate schools and school systems.
In Social Theory for Teacher Education Research, Kathleen Nolan,
Jennifer Tupper and the contributors make arguments for drawing on
social theories to inform research in teacher education - research
that moves the agenda beyond technical-rational concerns toward
building a critically reflexive stance for noticing and unpacking
the socio-political contexts of schooling. The theories discussed
include Actor-Network Theory (ANT), Cultural Historical Activity
Theory (CHAT) and la didactique du plurilinguisme, and social
theorists covered include Barad, Bernstein, Bourdieu, Braidotti,
Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this
book make explicit how innovative social theory-driven research can
challenge and change teacher education practices and the learning
experiences of students.
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