ABSTRACT
This chapter explores how the practices of schooling and teacher education produce the cultural and social space inhabited by the urban and rural teacher and child. It examines how the classifications of doublets related with other discourses of pedagogy, such as psychology and pastoral care, experiential knowledge of teaching, and curriculum. The teacher argues that the school's educational requirements—such as learning a foreign language like Spanish—do not meet the most pressing needs of the children. The populational reasoning that orders the absence and presence of reason is embodied in the idea of the teacher as a role model. The idea of difference and diversity in teaching has gained momentum in recent discussions of how schooling can contribute to social equity and justice. The chapter explores the production of the cultural thesis of the urban and rural child through examining the inscription of rules and standards for ordering and classifying pedagogy.
