Teacher-Education-Desiring-Machines

Quality teacher rhetoric from governments is linked to human capital arguments and education entails the production of workers for increasingly volatile markets.1 This article argues that to get to the bottom of the ongoing, global, reciprocating and ubiquitous processes of financialisation, in and through teacher education, we might consider teacher education as an abstract machine (Deleuze & Guattari, 1988), that, is as a future-focused, non-representational field of possibility. Teacher education represented in this way, is more akin to a natural, organic system, more likely to couple with other systems, with autopoiesis at its heart, and having multiple flows accounted for and understood as these pass through the System and as they interact with the multiple instances of autopoiesis within the system (including financial capitalism).Autopoiesis is not the same as schizoanalysis, though they share the characteristic of looping self-recreation, autopoiesis working on the biological and cellular level, schizoanalysis working on the unconscious level (Berger, 2013), to restructure the unconscious, and to alleviate the ways in which beliefs such as those associated with financial capitalism capture subjectivity. [...]he spoke to the researcher about the differences between schooling practices in China and Australia, and how the teaching experience in China was based around a 'stand and deliver' model of pedagogy, and did not involve explicit considerations of classroom management. Provision of notebooks to teacher education candidates, and then iPads to all students by our university has created a market differential in competition for enrolments and reshaped teaching and learning around technology and corporate agreements. 3 In Australia, most domestic university students defer payment of tuition fees and accrue Higher Education Contribution Scheme (HECS) debt, to be repaid in the indefinite future through tax debits.