I have considered the implications of these imperatives for the nature and purposes of teacher education. My work has not attempted to challenge these new social practices by pleading for praxis, or reflection, or empowerment or equity or any other of the buzz-words of the 1990s that are by now pretty much exhausted in teacher education discourse. Moreover, little can be achieved by belatedly bleating that we have lost 'the human face' of teaching. There is more to be gained by trying to know intimately the processes we are engaged in, and so bring better questions to bear on the conditions in which we work and live. I do not imagine bringing on the revolution tomorrow, nor do I think of myself as saving teachers or teacher educators from some mythical corporate beast. What I do advocate is that we protect our capacity to think, even though this is difficult at a time when we are compelled by the safety of bland models, stupid optimism, quick techno-fixes or straight thinking.
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