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The Crisis of Literacy in Teacher Education: Notes on Radicalizing the Educational Imagination


by Eric Weiner February 08, 2006

Too many of our student teachers are illiterate when it comes to reading to learn texts that are unfamiliar in form and content. In the field of literacy, these types of readers are often categorized as dependent struggling readers. I argue that in addition to being dependent, many are also deskilled. This deskilling is too often rationalized by teacher education programs in pragmatic terms. This leads to what I call the rational irrationality of illiteracy in teacher education, helping to create a crisis of the imagination. A crisis of the imagination is characterized by an inability to think beyond the probable; it is a kind of thinking that is over determined by the needs and interests of current institutional arrangements.


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Cite This Article as: Teachers College Record, Date Published: February 08, 2006
http://www.tcrecord.org ID Number: 12320, Date Accessed: 1/22/2018 9:14:09 PM

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About the Author
  • Eric Weiner
    Montclair State University
    E-mail Author
    ERIC J. WEINER is assistant professor of education at Montclair State University in New Jersey. His book, Private Learning, Public Needs: The Neoliberal Assault on Democratic Education was published by Peter Lang Press in 2005.
 
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