Reading is a political phenomenon of modernity. While reading as an idea of literacy in the European Middle Ages was to learn the gospel of God, literacy in the modern societies and school is for making of the earthly “self “ and the good life. The paper takes this historical interest to explore how science generates a reading about the “literate” self as a kind of person through the architectures and cartographies of research. The calculations of research are viewed as formed through grids of practices that generate principles for reading: how judgments are made, conclusions drawn, rectification proposed, and the fields of existence made manageable and predictable. The focus will be on research in teaching and teacher education in the making of the “literate” professional teacher . The empirical objects are different clusters of identified in biometric maps drawn from web-of sciences peer journals concerned with teacher education research between 2010-2022 (Lindblad et al, 2021). Three of seven cluster identifies are examined: - instructional strategies, student teachers, and pre-service teacher education research. The most cited papers in each of the clusters is textually analyzed. Methodologically, the paper explores the principles in research generated through: (1) the distinctions and classification of the kinds of people given as the “literate” professional; such as articulated as benchmarks and standards of professional competence; (2) the affect inscribed in the notions of the literate; that is, the images and narratives of the utopic kinds of people that research is to activate as having “the good life” as a teacher; (3) the comparative reason of research that inscribes and distributes differences of who is literate and is outside of its spaces of normalcy; and (4) the phantasmagrams; that is, how the infrastructues of science are, analogous to the 17th magic lanterns, projections of creative illusions that act as real and affective sites for acting in teacher education (Popkewitz, in press). The discussion is to understand science as an actor and agential in modernity; science as a reading of the self, literacy as a technology of the self and the other that paradoxically excludes and abjects in thrusts to include in contemporary research. The calculative reasoning of the research is political; performing as spaces of action through the mapping of people that occurs in policy making, educational reform and their practical knowledge.

Lindblad, S., Nelhans, S., Pettersson, P., Popkewitz, T., Samuelsson, K., Wärvik,, G-B., (2021) "On Knowledge Organization and Recognition of Research in and on Teacher Education: Views from above." In ECER conference, Geneva, online September 6-10, 2021. 2021. Popkewitz, T. (in press). Infrastructures and Phantasmagrams of Inclusions that Exclude: International Student Assessments. International Journal of Inclusive Education.