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Abstract
This paper examines the way in which inclusion and exclusion are delicately yet irrevocably interwoven in the setting of Initial Teacher Education in the UK. Through a critical examination of one set of vivid experiences on a Post Graduate Certificate of Education (PGCE) (secondary) course, this paper will argue that inclusion/exclusion dilemmas sit alongside one another in an uneasy, shifting and unstable manner to pattern the process of becoming a teacher (although they can be seized and reworked by a brave-heart). The paper recounts the tale of Karen becoming a teacher.
