ABSTRACT
Navigating the Common Good in Teacher Education Policy examines the changing relationships between the state and the common (or public) good. Using teacher education policy as the frame of analysis, the authors examine history, cultural context, and lived experiences in 12 countries and the European Union to explicate which notions of justice, social inclusion and exclusion, and citizenship emerge. By situating teacher education policy within a larger philosophical framework regarding the relationship between the state and conceptions of the "common good," this book analyzes the ideological and political desires of the state---how the state understands the common good, the future of national identity, and to what end schooling is imagined.
TABLE OF CONTENTS
chapter |6 pages
Introduction
part 1|70 pages
Tensions in Context
chapter 2|18 pages
Teacher Education Policies in the United States
chapter 3|10 pages
Teacher Education, Inc.
chapter 4|23 pages
Negotiating Global and Local Encounters
part 2|65 pages
Challenges to the State
chapter 7|15 pages
Schoolteachers’ Professionalism and Teacher Training in Japan
chapter 8|13 pages
The Aseem Community-Based Teacher Training Model
chapter 9|18 pages
The Struggles Against Fundamental Pedagogics in South Africa
part 3|84 pages
(Re)affirming State Power?