Toward a Critical Transformative Teacher Education: Thinking With/Through Bourdieu's Social Field Theory

• In Event: 25.028 - Innovative Teacher Education Program Designs

Abstract

In their technical-rational focus on knowledge and skills, teacher education programs can function to (re)produce an educational system that works to occupy teachers’ time with studying learning theories and classroom pedagogical approaches to such an extent that modes of domination in the wider structures of schools and schooling are not even noticed, let alone questioned. We propose that by introducing Bourdieu’s social field theory in teacher education courses and field experience, students might be supported in making a shift from technical-rational thinking toward understanding and critiquing modes of domination. Thus, we make an argument for building teacher candidates’ critical capacities for thinking with theory by purposefully weaving the sociological tools of Pierre Bourdieu through our teacher education courses.

Authors

• Jennifer A. Tupper, University of Alberta

• Kathleen Theresa Nolan, University of Regina