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This article draws upon interview and participant-observation data to discuss how issues concerning political and economic inequalities and the role of schooling were evidenced in the context of a teacher education program. Certain preservice teachers' conceptions of existing inequalities and the role of schooling are shown to represent three "ideal type" positions: (a) free choice in a neutral system, (b) individual attitudes and prejudices, and (c) institutional and societal structure. The paper also analyzes how the prospective teachers' viewpoints interact with the diverse messages in the formal and hidden curriculum of the teacher education program.
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Ginsburg et al. (1985) studied this question.
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