The Power of Negative Thinking in and for Teacher Education

Autor/inn/en	Clarke, Matthew; Phelan, Anne
Titel	The Power of Negative Thinking in and for Teacher Education
Quelle	In: Power and Education, 7 (2015) 3, S.257-271 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743815607025
Schlagwörter	Teacher Education Programs; Negative Attitudes; Neoliberalism; Educational Policy; Political Issues; Power Structure; Knowledge Level; Role of Education; Theories; Educational Change; Ethics + Suchen Sie Ihr Suchwort? Negative Fixierung; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Politischer Faktor; Wissensbasis; Bildungsauftrag; Theory; Theorie; Bildungsreform; Ethik
Abstract	In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a 'discursive duopoly' of "instrumentalism," involving the pervasive view that the main purpose of education is to serve the needs of the economy, and "consensualism," involving the valorization of agreement regarding this purpose. One way to understand this dynamic in teacher education is in terms of positivity and negativity, whereby the positive refers to social structures, institutions and policies -- best practice or teaching standards -- that have become reified, while the negative is that which unsettles and disrupts the comfortable stance of the given order of things. Negativity, as a political practice that engages with the positive to reveal the historical and contingent nature of all knowledge, thus offers new conceptual resources, such as antagonism, dissensus, fantasy and impotentiality, for imagining alternative scenarios for teacher education beyond the confines of current policies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01