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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The inclusive teacher educator: spaces for civic engagement
Author(s): Allan, Julie
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Keywords: inclusion
teacher educators
Inclusive education
Mainstreaming in education
Issue Date: Oct-2010
Date Deposited: 29-Mar-2011
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.
DOI Link: 10.1080/01596306.2010.504359
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:

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