Contesting the violence of Tylerism: toward a cosmopolitan approach to the curriculum of second language teacher education

While the field of second language teacher education (SLTE) has expanded noticeably over the past decade, little attention has been paid to specific approaches to its curriculum. Taking a hidden-curriculum approach, I show that the curriculum of SLTE is focused predominantly on the content, method and assessment of teaching, which I describe as Tylerism. Moreover, the curriculum remains largely silent about such social concerns as the spread of violence. I argue that this silence itself serves as a frame of violence. In order to re-imagine the SLTE curriculum, I propose three principles drawn from rooted cosmopolitanism.