Facilitating Sticking Point Conversations That Support Candidates' Ability to Enact Socially Just English Instruction

• In Event: Critical and Social Justice Inquiry Through Curriculum Practices in the English Language Arts Classroom

Abstract

English language arts teacher educators work on the frontlines of public debate about teacher preparation as they engage in conversations about helping teacher candidates (TCs) enact socially just instruction. These conversations reveal sticking points that emerge as TCs work in diverse field-based classrooms that can challenge their ability to enact socially just instruction. Two interactional ethnographic studies explored the roles that teacher educators play when they create explicit space for conversations about sticking points. Their findings reveal a set of discursive moves that open opportunities for TCs to notice, name, and negotiate sticking points, which enabled them to act on their commitments to socially just instruction. The findings also reveal ways of strengthening teacher educators’ facilitation of these critical conversations.

Authors

• Danielle Lillge, Illinois State University

• Amy Knowles, Missouri State University