|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The inclusive teacher educator: spaces for civic engagement|
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||Allan J (2010) The inclusive teacher educator: spaces for civic engagement, Discourse, 31 (4), pp. 411-422.|
|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 (1998) 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.|
|Rights:||Published in Discourse: Studies in the Cultural Politics of Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in Discourse: Studies in the Cultural Politics of Education, Volume 31, Issue 4, October 2010, pp. 411 - 422. Discourse: Studies in the Cultural Politics of Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=0159-6306&volume=31&issue=4&spage=411|
|Affiliation:||Education Management and Support|
|Discourse%20Article.pdf||84.25 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.