Abstract
This chapter takes a slightly different approach to the topic of discourse and change in this volume. The general thesis is this: Discourses mean change. Change occurs when discourses emerge and decline and within them. Change also takes place as discourses relate one to others. Finally change is also inherent in various theories of discourse that differ from each other since their application changes understanding of discursive content. The chapter is structured around an actual teacher education event whose text references are turned and returned to throughout. Its current discursive formulation is a couplet of teaching-and-learning. A first step in chapter development is a two part historical situating in an educational and societal moment. Following from this, three theoretical perspectives on discourse are explicated and applied. These are from James Gee and via Michel Foucault, Hayden White and Ian Hacking. Three ‘theories’, of use, of identity, and function emerge whose understanding particularly problematizes a teacher education emphasis on agency.
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Stone, L. (2016). Change of Discourses: Theoretical Perspectives for US Teacher Education. In: Smeyers, P., Depaepe, M. (eds) Educational Research: Discourses of Change and Changes of Discourse. Educational Research, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-30456-4_10
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