The topic of "dispositions" is central to teacher education and to teacher educators. Because of perhaps precipitous action on the part of accrediting agencies in teacher education, teacher educators need to define, teach, and assess dispositions in their programs. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.

Through the re-interpretation of influential thinkers such as Arendt, Weil, Beauvoir and Habermas, Mary G. Dietz weds the concerns of democratic thought with that of feminist political theory, demonstrating how important feminist theory has become to democratic thinking more generally. Bringing together fifteen years of commentary on critical debates, Turning Operations begins with problems central to feminism and ends with a series of reflections on the "the politics of politics," inviting the reader to think more expansively about the expressly public nature of political life.

Through the re-interpretation of influential thinkers such as Arendt, Weil, Beauvoir and Habermas, Mary G. Dietz weds the concerns of democratic thought with that of feminist political theory, demonstrating how important feminist theory has become to democratic thinking more generally. Bringing together fifteen years of commentary on critical debates, Turning Operations begins with problems central to feminism and ends with a series of reflections on the "the politics of politics," inviting the reader to think more expansively about the expressly public nature of political life.

The topic of "dispositions" is central to teacher education and to teacher educators. Because of perhaps precipitous action on the part of accrediting agencies in teacher education, teacher educators need to define, teach, and assess dispositions in their programs. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.

The themes of citizenship and community are today at the center of a fierce debate as both left and right try to mobilize them for their cause. For the left such notions are crucial in all the current attempts to redefine political struggle through extending and deepening democracy. But, argue the contributors to this volume, these concepts need to be made compatible with the pluralism that marks modern democracy. Rather than reject the liberal tradition, they argue, the aim should be to radicalize it. These essays set out to examine what types of "citizen" and "community" might be required by such a radical and plural democracy. From a range of disciplines and a fruitful diversity of theoretical perspectives, the contributors help us to address the following challenge: how to defend the greatest possible pluralism without destroying the very framework of the democratic political community. Despite their differences, a vision emerges from these essays which is sharply at odds both with the universalistic and rationalistic conception to be found in the work of Habermas, and with postmodern celebrations of absolute heterogeneity. For this book is an exploration of politics-of a politics where power, conflict and antagonism will always play a central role.