Abstract
If one of the central aims of a teacher education program is to enable future teachers to give good reasons for their educational plans, and if these plans must take into account the social realities of schooling, then teacher educators must figure out coherent ways to encourage a reflective examination of these realities. In this paper the authors suggest a set of curricular concerns and issues that would encourage prospective teachers to think about the social, political, and institutional context of schooling.
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