The most significant challenge for teacher educators is accepting that the aspiration to be inclusive creates a number of

responsibilities which pull them, and their students, in different directions. These divergent responsibilities produce tensions

because they are assumed to be resolvable or reducible to one choice but might be framed as a series of double duties or

‘APORIAS’ (Derrida, 1992, p. 22),

both of which must be fulfilled:

How can student teachers develop as autonomous professionals and learn to depend on others for support and collaboration?

How can student teachers be helped to understand the features of particular impairments and avoid disabling individual students with that knowledge?

How can student teachers be supported in maximising student achievement and ensuring inclusivity?

What assistance can be given to student teachers to enable them to deal with the exclusionary pressures they encounter and avoid becoming embittered or closed to possibilities for inclusivity in the future?

How can student teachers be helped to acquire and demonstrate the necessary competences to qualify as a teacher and to understand themselves as in an inconclusive process of learning about others?

NOMADIC LEARNING TO TEACH: RECOGNITION, RUPTURE AND

REPAIR

The rigid content driven programmes of teacher education, with their special education orientation, could be replaced

through the process of

DETERRITORIALIZATION.

The four strands of this activity, developed by Deleuze and Guattari (1987), could be undertaken as a collective task

within Higher Education Institutions or by individuals.