ABSTRACT
This chapter gives the educational scenarios in English and French Canada, and teacher education programmes. However, teacher education has generally been treated as being apolitical, because the teacher education institutions separate the teaching experience from the reproduction function of the inequalities prevalent in the social order, in general, and in particular. The conceptual shifts in education imply that teacher education is crucial in making the teaching experience a highly political one, because it questions the very nature and quality of knowledge and society, and because of the role of the teacher in perpetuating the dominant ideology. Teacher education programmes, therefore, were designed to give student teachers information on the most efficient ways to transmit the dominant ideology, maintain control and impart information. Education is slow to respond to social needs, and teacher education institutions are perhaps the most conservative and unlikely to change. The chapter concludes by reviewing recent initiatives at policy implementation at the McGill Faculty of Education.
