Storylines on 'Science teacher talent': constructing the majority as 'wrong'

In interviews about ‘talent’ with educators in a preservice science teacher honors program, storylines emerge that position a vast majority of students who do not choose to apply for this program as ‘wrong’. Analysis of parallel, partly incommensurable storylines explored in loosely structured interviews that pilot various theoretical perspectives on ‘talent’, help explain this unfortunate, possibly unintended positioning of students. The idea that structural problems are solved by locating teacher talent with the individual, appears to result from educators attempting to navigate logics that simultaneously draws on teaching as a social solidarity endeavor and neoliberal ideologies that aim to ensure globalized private corporations a highly educated workforce. This study suggests a danger in allowing corporate interests to dictate preservice teacher curricula.