This book draws attention to the new ways the field of education is problematising the emerging and evolving conditions that shape the work, lives and identities of teachers. It offers geographically diverse accounts of ‘the teacher’ and ‘teaching’, demonstrating what it means to do critical research well.

Teachers and their practice have been, and continue to be, important sites of critical research. This book offers varied perspectives from diverse geographies to examine how teacher subjectivities are shaped by conditions of possibility.

Collectively, they show how critiquing conditions (rather than the teachers themselves) provide a means for problematising ‘the teacher’, while also advocating the well-being of teachers as humans. Contributions offer compelling examples of how critical scholars can emphasise teaching as a political and value-laden exercise, and therefore treat the teacher subject as also being constituted through political and value-laden discourses.

Critical Perspectives on Teachers and Teaching offers a provocation to inspire new questions moving forward. That is, critical researchers have an obligation to challenge taken-for-granted assumptions – not only by looking outwards at the policymakers, edu-businesses, and intergovernmental agencies (e.

g. , OECD), but also by looking inwards and challenging their assumptions about power, discourse and subjectivity.

This book was originally published as a special issue of Critical Studies in Education. .