Front Cover
The New Political Economy of Teacher Education: The Enterprise Narrative and the Shadow State
Copyright information
Contents
List of tables
Acknowledgements
ONE After the crash: a new crisis of teacher education
The welfare state, public education and preparing teachers
'New deals' for 'great societies': origins of welfare states
Origins and inclusions across national contexts
Education as welfare state proxy
Introducing the enterprise narrative and the shadow state
A political economy approach to the study of teacher education

Discontent, nostalgic hubris and a cultural political economy of teacher education
The book in outline
TWO Teacher education and the enterprise narrative
A cultural-historical approach to political economy: the importance of social situations of development
Histories of teacher education: moralities and nation-building
The US: teacher education after colonisation
England: teacher education, social class and empire
Norway: teacher education for community and nation
The enterprise narrative
The problem of the welfare state and the appeal of the enterprise narrative

The appeal of the enterprise narrative
and the evidence
The enterprise narrative and teacher education
The case of the Academy of Urban School Leadership (AUSL) in Chicago
The meaning of AUSL in the history of teacher education reform in Chicago
The case of national policy in England: neither experts nor entrepreneurs?
Conclusion
THREE 'Growing your own': producer capture, branding and vertical integration
Producer capture and welfare state failure
Brands and branding in the public sector
Vertical integration and the supply of teachers

Growing your own: teacher education and teacher supply in the US
Strong market incentives to please consumers/strong regulation to please the state
Knowledge is Power Program: the brand
Match Education: the vertical integration of the 'unusually effective rookie teacher' brand
Branding continuing professional development in England: the social control of ideas about teaching
The academies policy in England: background
Teachers' experiences of branded continuing professional development in large multi-academy trusts
The McDonaldisation of CPD for teachers

The contradictions of control
Conclusion
FOUR Franchises, start-ups and disruptive innovation: Teach for All and the 'independent graduate schools of education'
Teach for All: the global brand with 'the universal solution'
Origins: Teach For America
Teach For America in motion
Teach First in England
Unofficial localisations: Teach First Norway
Globally branding the universal solution
Independent graduate schools of education as creative destruction
Disruptive innovation and 'natural selection' in teacher education