Since the latter half of the 20th century many political efforts and initiatives have been launched to ensure that teacher education provides teachers with a positive (orderly) knowledge base. This includes things like professional teacher standards and notions like ‘best practices’ and ‘evidence-based practice’. Building on the work of Esposito and with inspiration from psychoanalytic theory, we argue that today's educational policy can be seen as an attempt to immunise (teacher) education from risks associated with negativity - disorderly, disruptive and ‘destructive’ matters that can problematise and question the normal order of things within political debates and policy-based reforms. Drawing on examples from England and Denmark – contexts in which the authors work – we demonstrate how a dichotomy between desirable sound/healthy knowledge and undesirable unsound/unhealthy knowledge exist within teacher education. We examine how this produces epistemic injustice in that negative modes of thought and practice are rendered invisible, unthinkable and illegitimate. Being able to traverse such injustice, teachers must be encouraged to approach any and all sources of influence on their professional knowledge base with a sort of agonistic pragmatism, which may allow them to be faithful to the ethico-political situation they are engaged in. What we suggest in this regard is that teacher education must provide time and space for (student) teachers to engage with plurality, contingency and absence because such negative ‘stumbling blocks’ (always) play a vital part in education, preventing control, stability and harmony.

中文翻译：

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教师教育中的免疫和（不）理想的教师知识

自20世纪下半叶以来，已经发起了许多政治努力和举措，以确保教师教育为教师提供积极（有序）的知识基础。这包括专业教师标准和“最佳实践”和“循证实践”等概念。以埃斯波西托的工作为基础，并受到精神分析理论的启发，我们认为当今的教育政策可以被视为一种尝试，使（教师）教育免受与消极性相关的风险——无序的、破坏性的和“破坏性”的事物，这些事物可能会引起问题和质疑政治辩论和基于政策的改革中的正常秩序。借鉴英国和丹麦的例子——作者工作的背景——我们展示了教师教育中理想的健全/健康知识和不良的不健全/不健康知识之间如何存在二分法。我们研究这如何产生认知上的不公正，因为消极的思维模式和实践变得不可见、不可想象和不合法。为了能够克服这种不公正，必须鼓励教师以一种竞争性的实用主义态度来对待对其专业知识基础产生影响的任何和所有来源，这可能使他们能够忠实于他们所从事的伦理政治局势。在这方面我们建议教师教育必须为（学生）教师提供参与多元化的时间和空间，