This paper examines critiques of government education policy reforms affecting initial teacher education and locates them in relation to issues of power and control. Such a contextualisation is facilitated by reference to the ideas of Foucault and discourse analysis. I suggest that academic critiques can be entertained as modes of power in their own right. Academic intellectuals characteristically neglect to enlighten their audience about the implicit intellectual resources which they utilise to construct knowledge claims and truth. My conclusion is that reflection by academics about the nature of their particular discourse would be valuable and contribute to a more open intellectual and policy culture.
|Number of pages||7|
|Journal||Education in the North|
|Publication status||Published - 2002|