Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/43178

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Title
Response to Loomis et al.: information flows, knowledge transportability, teacher education and world culture
Author/Creator
Ladwig, James G.
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
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.
Relation
Teaching Education Vol. 19, Issue 1, p. 13-15
Publisher Link
http://dx.doi.org/10.1080/10476210801931154
Date
2008
Publisher
Routledge
Keyword(s)
teachers;  teacher education;  economic view
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/43178
Identifier
ISSN:1047-6210
Reviewed
Reviewed
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Subject
"Teaching Education"
 
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