ABSTRACT
Inclusion is an appeal of Teach For America, a teacher education program to direct attention to this commitment through the making of teachers. In one sense, the practices of urban and rural schooling and the making of the teacher embody the inscription of tastes through the distinctions and sensitivities about children's learning, what matters as achievement, and categories assigned to cognitive and affective development. Political is the making of the teacher in teacher education through the very ordering, classifying, and differentiating of objects of reflection and action. The classifications circulate in the organizing of teaching practice, school subjects, and the child who comes to school. The Los Angeles teachers, who conducted a program for the corps members during the Summer Institute, emphasized the worth of "practical" knowledge over theory. The chapter argues the contemporary orthodoxy of school reform in identifying the successful teacher and changing teacher practices embody paradoxes of exclusion in their impulses for inclusion.
