Editorial. Teacher education, research and the renewal of critique

The relationship between teacher education, research and critique has long been an important problem (Freundlieb, 2000). It is time for teacher educators to join the debate over rethinking and renewing the relationship between teacher education, research and critique, one that is apposite to, and significant for, twenty-first-century theoretic-practices (Alhadeff-Jones, 2010; Boltanski, 2011). The papers in this edition of the Asia-Pacific Journal of Teacher Education provide a vehicle for addressing the question, what does it now mean to formulate research which provides critiques of, for and about teacher education? The Editors would welcome a special edition of this journal that provided important resources for renewing and reinvigorating the place of critique in teacher education and teacher education research.