ABSTRACT
This chapter focuses on narrative excerpts from pre-service teachers learning to teach within a Bachelor of Education programme to demonstrate that it possible to think beyond homogeneity and normalisation. It begins with a brief discussion of issues impacting on processes of becoming teachers in times when neoliberalism is the dominant governmental rationality. The chapter provides an overview of key theoretical conceptualisations and the research undertaken. It then presents research data through the themes of care and emotional connectivity as well as inclusion. The chapter argues that the pre-service teachers in the author's research actively albeit partially and contradictorily privilege ethical, socially critical and affective dimensions of teaching and teacher subjectivities. It also argues that their narrative excerpts give indication that teacher education can be a space of hope that enables possibilities for disrupting hegemonic discourses and for preparing teachers who prioritise socially just pedagogies for 'disadvantaged' students.
