Restoring Soul, Passion, and Purpose in Teacher Education : Contesting the Instrumentalization of Curriculum and Pedagogy.

List of Figures Foreword from William F. PinarPrologueIntroduction1: Re-enchantment: Restoring Mystery and Wonder2: The Current Conditions of Teacher Education: Neo-Liberalism as a Prevailing3: The Current State of Teacher Education in the Anglophone World: Hyper-Rationalization and the Question of Re-Enchantment4: Myths⁰́₄Lies that Mislead or Stories that Reflect a Fragment of Light?5: Extirpating Harmful Historical Myths6: Current Counter-veiling Neo-liberalist Myths7: Missing Myths of Pedagogy: Re-Mystifying Teacher Education8: Finding the Source of Pedagogical Inventiveness Within9: A Soulful Response to External Pressure10: The Ultimate Soulful Response: Living a Fulfilled Life with AbandonConclusion

This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education. Framed by a brief history of teacher education research and policy in North America over the last six decades, the text argues that the instrumentalization of curriculum and pedagogy has robbed teachers of their pedagogical soul, passion, and purpose. Using a conceptual model, Grimmett forges a pathway for teachers to adopt a soulful way forward in professional practice, individually and collectively enhancing autonomy over programs, and protecting the public trust placed in them as educators. This text will benefit researchers, academics, and educators with an interest in teachers and teacher education, educational policy and politics, and curriculum thinking and enactment more broadly. Those specifically interested in pedagogy, educational change and reform, and the philosophy of education will also benefit from this book.