ABSTRACT
This chapter evaluates current critical teacher education by examining the theoretical departures it uncritically adopts from critical theories. The concept of hutong siwei is subdivided into single-hutong siwei and networked-hutong siwei, and encompasses ways of thinking that underpin educational actors' critiques and actions when ensnared in unpromising environments. The chapter investigates educational actors' critiques of global-local knowledge hierarchies which parallel multiple units of analysis with respect to a single case of transnational education namely, the Futuro Infantil Hoy Program. It explains the paradoxical productivity of any partition/distribution of the sensible and describes the concept of politics, and how it is connected to attempts at the redistribution of the sensible. The chapter highlights the significance of educational research in transforming and improving educational realities. It analyzes observations and focus groups to locate educational actors' critiques en situation, and examined interviews and documents for perceptions and descriptions of these critiques.
