This article examines the impact of reductionist discourses of the market upon the management and delivery of teacher education. The author draws on observations of the delivery of both in England and Wales and in Australia. Of particular concern is the drive towards academic uniformity through manufactured panics about educational standards and effectiveness and the risk that such policy imperatives imply for inclusive education. The politics of identity and difference are relegated to the status of minor agenda items in the new order of higher educational management
International Studies in Sociology of Education
Volume 8, 1998 - Issue 3
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