ABSTRACT
From the beginning I conceived of this essay as a prelude to a larger study on the use of publicity images to promote various teacher education programs. Far from making this a “scientific” study of publicity images (see, for example, Williamson, 1981) and their use in teacher education promotional literature, I intend rather to explore in broad strokes the nature of the publicity itself, as a language that proposes we can transform ourselves and our lives by investing into some product, or as in the case at hand, enrolling into some program.
