Overcoming Nomos

Abstract

Building on Bourdieu’s notion of institutional nomos, the authors show how the space of “teacher education” is embedded in a continuation of the K-12 nomos that so many justice-oriented teacher educators wish to disrupt. This chapter brings the reader into the classroom on the first day of the course under study to see how spatialized and embodied disruptions of “nomos,” or all of the norms of the educational institutional expectations, are disrupted immediately. It shows one example of how teacher education might be differently – as a collaborative, relational aesthetic project.