Transformational spaces in teacher education - Map(ing) a pedagogy linked to a practice of freedom

We are articulating and advocating for the inclusion of educational opportu nities that allow future teachers to experience pedagogy linked to the prac tice of freedom. Creating such a space is important if future teachers are to recognize their professional responsibility to critique and participate in the transformation of educational policies and practices. Hence, the the oretical avenues that converge in Media Action Projects, or MAPs, are trace d. Pedagogically, MAPs are disquieting because they foster an investigative stance toward the world, rather than an acquiescent stance that is knee de ep in "certainties." More specifically, media production work is used to ad dress a local problem as students are required to see, question, and act. I f the work of teacher educators is intended to impact the knowledge, skills , and disposition of future teachers, is it not worth considering the trans formational spaces afforded by MAPs?