ABSTRACT
This chapter seeks to engender a discussion about the relationship between an imagined community’s future and its teachers—teachers who are responsible for cultivating the desires and ameliorating the apprehensions of a state’s ideological trajectories. I argue that understanding teachers described by teacher education policies are symbolically important to the cohesion of an imagined community (i.e., nation) as it navigates internal and global relations. By giving an example of teacher education standards in the United States, I consider how teacher education policy illuminates inclusion and exclusion and social justice.
