English Education - Volume 32, Issue 3, 2000

Argues that the recent history of composition studies reveals traditions of intra-disciplinary tribal conflict. Explains how in English education, even though the elements of tribal conflict are in place, the situation is different. Claims that the difference lies in the political, social and historical “contact zone” English education finds itself in. Discusses “tribal activity” regarding the rise of state-mandated standards.

Reviews the activities of the Conference on English Education (CEE) Commission on the Preparation of English Teacher Educators during the period 1988-1998. Discusses the 12 principles that led to a definition of what English teacher educator preparers must be able to know and to do under the categories “self-awareness,” “pedagogical issues,” and “knowledge-base.”