Department of Teaching, Learning and Teacher Education


Date of this Version

September 2005


Published in Journal of Teacher Education, Vol. 56, No. 4, September/October 2005 399-403



Carr, D. (2000). Professionalism and Ethics in Teaching. London: Routledge. 304 pages.

Sidorkin, A. M.(2002). Learning Relations: Impure Education, Deschooled Schools, and Dialogue With Evil. New York: Peter Lang. 212 pages. DOI: 10.1177/0022487105279944

Teacher educators work with prospective and practicing teachers focusing on what it means to learn and teach. They confront what constitutes learning experiences in classrooms, pursuing the consequences for the nature of learners, learning, teachers, and teaching. Increasingly, in my work as a teacher educator I document consequences to the elemental nature of learning and teaching, such as neglecting the ethical realm of teaching and learning, the impossibility of genuine concerted action on the parts of teachers and students, the disregard for development of self-understanding, and the curtailment of contextually sensitive teaching and learning practices (Macintyre Latta, 2004). Such consequences surface in the research literature as impoverished themes undermining teaching and learning. These themes come alive in the relational spaces between self, other(s), and subject matter. Perhaps educators and others are underestimating consequences to the nature of learning and learners through ignoring significances found within such relational complexities.