Dissident Teacher Education: A Heterologic Paradigm for Teacher Preparation

As challenges are handed down from state and federal governments to demonstrate utility and efficiency within teacher education programs, it is important to stop and consider the role of teacher education within schooling. Perhaps we should prepare new teachers by asking, "How should we prepare new teachers?" By framing teacher education within a question rather than within a standardized and standards-driven answer, it becomes possible to engage in the process of continual overcoming, becoming, and creation. Dissident teacher educators can enrich the dialogue of education and challenge the impoverished "law of the market" political economy. The theoretical argument presented utilizes an analysis of the Revision to Educator Preparation and Accountability legislation recently passed in the state of Indiana to illustrate the threat of the impoverished "law of the market" model and the necessity of pursuing a different--a dissident--course.