ABSTRACT
Curriculum innovation based on deliberative partnership is difficult to maintain in an environment of neoliberal trends to use bigger, tighter and harder mechanisms of regulatory control and hierarchical modes of public accountability in preference to “intelligent accountability” for a complex critical epistemology of teacher education. The dynamics of boundary crossing in different activity systems are expected to initiate change but need a more specific justification for curriculum innovation. For deliberative innovation in teacher education, the search for appropriate substructures is necessary. Deliberative participation is desirable within a deeper and more nuanced understanding of the problems of teacher education for productive curriculum innovation. Corresponding curricular concepts for resolving contradictions by boundary crossing in partnership between communities with different cultural understanding or between objects as problems of gender or integration of subjects have been given in the projects presented. The practical realization of boundary crossing between open schools and institutions requires increased democratic action of those concerned inside and outside school.
