The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook:

Disrupting Oppressive Views and Practices through Critical Teacher Education: Turning to Post-Structuralist Ethics

Mark Boylan


In this chapter, I examine teacher education that is informed by social justice, post-colonial, feminist and post-structural standpoints – critical teacher education – and consider how post-structuralist ethics can support this perspective. Whilst there are important distinctions made by teacher educators working from these different theoretical positions, such critical perspectives all interrogate prevailing norms, ideologies, discourses and structures of education (including teacher education), as well as society more generally. Thus, critical teacher education attends to the structural and relational construction of oppression and injustice in and beyond education.

The chapter is based on an extensive review of literature. However, for reasons of space, I discuss a selection ...

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