Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/43178
- Response to Loomis et al.: information flows, knowledge transportability, teacher education and world culture
Ladwig, James G.
- The University of Newcastle. Faculty of Education & Arts, School of Education
- In this broader view of institutionalism it is clear that there are many more mechanisms for global convergence than those identified by an economic view. While I think these theories are eminently compatible once you get beyond the prima facia, apparent, differences in foci; to do so requires understanding the social and cultural basis of that which we call material and economic (Bourdieu, 2005). To this end, applying economic theory, our modern version of moral philosophy, to understanding teacher education can only be worthy of our attention. To take this economic view and place it in the larger body of literature seeking to explain the question at hand would be to invite a more universal, intellectual conversation on the dilemmas and future dangers facing teacher education in our future.
- Teaching Education Vol. 19, Issue 1, p. 13-15
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- journal article