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Critical Studies in Teacher Education : Its Folklore Theory and Practice


reviewed by Louise M. Berman 1988

coverTitle: Critical Studies in Teacher Education : Its Folklore Theory and Practice
Author(s): Thomas S. Popkewitz
Publisher: John Wiley, New York
ISBN: 1850001545, Pages: , Year:
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Teacher education is currently an arena in which various groups and individuals are performing their acts. On the one hand, some are calling for increased control, more rigorous study of academic disciplines, career ladders, and tighter measures for assessment and certification. Deans and academic officers have suddenly rediscovered the significance of teacher education and are conspiring to give it an honorable place in the pecking order of departments and colleges.1 Others are calling for the decentralization of decision-making processes, the encouragement of teachers to speak in their own voices, the involvement of teachers in research and knowledge generation, and the empowerment of teachers.2 Enter Popkewitz and fourteen authors. Clearly opposed to any reforms in teacher education that might be of a technocratic, instrumental nature Popkewitz et al. seek to demystify the "regimes of truth"3 or the fundamental codes of culture "that underlie a society at any one time. These codes govern the society's discourse, its exchanges, its techniques, its values and the hierarchy of its practices" (p. 4).... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 89 Number 4, 1988, p. 587-590
http://www.tcrecord.org ID Number: 570, Date Accessed: 12/15/2017 7:07:04 AM

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