Teacher Education in Canada and Denmark in an Era of 'Neutrality'

Abstract

This paper analyzes how teacher education programs in the context of Canada and Denmark are based on two discourses - idealism and realism. Where the discourse of idealism is attached to the social democratic welfare state project, the discourse of realism is attached to the neo-liberal competition state project. Both discourses produce a consensus democracy that serves to neutralize conflict between ideological views such that events and their impact appear as ‘historical necessity’ and ‘natural’ rather than the result of dominant regimes of truth. Educationally speaking, an ethos of consensus restricts imagination about alternatives. Informed by Laclau and Mouffe’s thoughts about antagonism, we argue for dissensus as a crucial characteristic of democracy, and agonistic thought as central to teaching and teacher education.