The inclusive teacher educator: Spaces for civic engagement

Julie Allan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, 'play seriously'. This reorientation is in relation to three significant spaces - the ontological, the aesthetic and the epiphanic - and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.

Original languageEnglish
Pages (from-to)411-422
Number of pages12
JournalDiscourse
Volume31
Issue number4
DOIs
Publication statusPublished - 2010

Keywords

  • Aesthetic
  • Epiphanies
  • Inclusion
  • Ontology
  • Teacher educators

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)
  • Linguistics and Language

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