Carl A Grant University of Wisconsin-Madison, USA. Mark B. Ginsburgh, Beverly Lindsay

• Part 1 Conceptual Introduction; Chapter 1 Conceptualizing the Political Dimension in Teacher Education, Mark B. Ginsburg, Beverly Lindsay; Part 2 Teacher Education Policy Formation; Chapter 2 Teacher Education Policy in England, Maeve Landman, Jenny Ozga; Chapter 3 Politics of Teacher Education in New South Wales, Australia, Christine E. Deer, Susan Groundwater-Smith, Robert Meyenn, Judith Parker; Chapter 4 Teacher Education, Reform and the Politics of Knowledge in the United States, Thomas S. Popkewitz; Chapter 5 Teacher Education in Search of a Metaphor: Defining the Relationship Between Teachers, Teaching and the State in China, Lynn Paine; Chapter 6 Social and Political Contexts of Policy Formation in Teacher Education in Sri Lanka, Maria Teresa Tatto, K.H. Dharmadasa; Chapter 7 The Dynamics of Extending an Integrated Rural Teacher Education Project in Sierra Leone, Kingsley Banya; Chapter 8 The Shaping of Secondary Teacher Preparation in Post-Independence Burkina Faso, Martial Dembélé; Chapter 9 Sociopolitical Realities and Teacher Education in a New South Africa, Beverly Lindsay; Part 3 Political Socialization of Teachers; Chapter 10 Student Teaching as Social Reproduction: An Ethnography in Appalachia in the United States, Linda Spatig; Chapter 11 Preparing Teachers for Gender Politics in Germany: The State, the Church, and Political Socialization, Rajeshwari Raghu; Chapter 12 Contradictions, Resistance and Incorporation in the Political Socialization of Educators in Mexico, Mark B. Ginsburg; Chapter 13 Transforming Teacher Education in Papua New Guinea: A Framework for Sustainable Professional Development in Community Teachers Colleges, Clarrie Burke; Part 4 Implications for a Transformative Agenda in Teacher Education; Chapter 14 Transforming Teacher Education, Schooling, and Society: Lessons Learned and Political Commitments, Beverly Lindsay, Mark B. Ginsburg;

Carl A Grant University of Wisconsin-Madison, USA. Mark B. Ginsburgh, Beverly Lindsay

• Part 1 Conceptual Introduction; Chapter 1 Conceptualizing the Political Dimension in Teacher Education, Mark B. Ginsburg, Beverly Lindsay; Part 2 Teacher Education Policy Formation; Chapter 2 Teacher Education Policy in England, Maeve Landman, Jenny Ozga; Chapter 3 Politics of Teacher Education in New South Wales, Australia, Christine E. Deer, Susan Groundwater-Smith, Robert Meyenn, Judith Parker; Chapter 4 Teacher Education, Reform and the Politics of Knowledge in the United States, Thomas S. Popkewitz; Chapter 5 Teacher Education in Search of a Metaphor: Defining the Relationship Between Teachers, Teaching and the State in China, Lynn Paine; Chapter 6 Social and Political Contexts of Policy Formation in Teacher Education in Sri Lanka, Maria Teresa Tatto, K.H. Dharmadasa; Chapter 7 The Dynamics of Extending an Integrated Rural Teacher Education Project in Sierra Leone, Kingsley Banya; Chapter 8 The Shaping of Secondary Teacher Preparation in Post-Independence Burkina Faso, Martial Dembélé; Chapter 9 Sociopolitical Realities and Teacher Education in a New South Africa, Beverly Lindsay; Part 3 Political Socialization of Teachers; Chapter 10 Student Teaching as Social Reproduction: An Ethnography in Appalachia in the United States, Linda Spatig; Chapter 11 Preparing Teachers for Gender Politics in Germany: The State, the Church, and Political Socialization, Rajeshwari Raghu; Chapter 12 Contradictions, Resistance and Incorporation in the Political Socialization of Educators in Mexico, Mark B. Ginsburg; Chapter 13 Transforming Teacher Education in Papua New Guinea: A Framework for Sustainable Professional Development in Community Teachers Colleges, Clarrie Burke; Part 4 Implications for a Transformative Agenda in Teacher Education; Chapter 14 Transforming Teacher Education, Schooling, and Society: Lessons Learned and Political Commitments, Beverly Lindsay, Mark B. Ginsburg;

Carl A Grant University of Wisconsin-Madison, USA. Mark B. Ginsburgh, Beverly Lindsay

• Part 1 Conceptual Introduction; Chapter 1 Conceptualizing the Political Dimension in Teacher Education, Mark B. Ginsburg, Beverly Lindsay; Part 2 Teacher Education Policy Formation; Chapter 2 Teacher Education Policy in England, Maeve Landman, Jenny Ozga; Chapter 3 Politics of Teacher Education in New South Wales, Australia, Christine E. Deer, Susan Groundwater-Smith, Robert Meyenn, Judith Parker; Chapter 4 Teacher Education, Reform and the Politics of Knowledge in the United States, Thomas S. Popkewitz; Chapter 5 Teacher Education in Search of a Metaphor: Defining the Relationship Between Teachers, Teaching and the State in China, Lynn Paine; Chapter 6 Social and Political Contexts of Policy Formation in Teacher Education in Sri Lanka, Maria Teresa Tatto, K.H. Dharmadasa; Chapter 7 The Dynamics of Extending an Integrated Rural Teacher Education Project in Sierra Leone, Kingsley Banya; Chapter 8 The Shaping of Secondary Teacher Preparation in Post-Independence Burkina Faso, Martial Dembélé; Chapter 9 Sociopolitical Realities and Teacher Education in a New South Africa, Beverly Lindsay; Part 3 Political Socialization of Teachers; Chapter 10 Student Teaching as Social Reproduction: An Ethnography in Appalachia in the United States, Linda Spatig; Chapter 11 Preparing Teachers for Gender Politics in Germany: The State, the Church, and Political Socialization, Rajeshwari Raghu; Chapter 12 Contradictions, Resistance and Incorporation in the Political Socialization of Educators in Mexico, Mark B. Ginsburg; Chapter 13 Transforming Teacher Education in Papua New Guinea: A Framework for Sustainable Professional Development in Community Teachers Colleges, Clarrie Burke; Part 4 Implications for a Transformative Agenda in Teacher Education; Chapter 14 Transforming Teacher Education, Schooling, and Society: Lessons Learned and Political Commitments, Beverly Lindsay, Mark B. Ginsburg;