ABSTRACT
This chapter places teacher education policies and programs within a larger social, political, and ideological context. By addressing the ways in which the dominant culture of teacher education in the US serves to support particular concerns and perspectives, the authors demonstrate the political nature of teacher education. In addition, this essay outlines an alternative approach to the preparation of teachers, based on reflection, critique, and personal and social enquiry. Instead of focusing on technical or procedural matters, this approach emphasizes the necessity of sustained political and moral debate. With the adoption of such a program, teacher education may become a progressive force — one aimed at overturning current patterns of social reproduction and reaffirming commitments to justice, equality, and non-exploitive social relations.
