Co-Conspiring for Good Trouble: Empowering Marginalized Students and Teachers through Social Justice Literacies & Pedagogies

Session Submission Type: Symposium

Abstract

Much of what makes “good trouble” in teacher education programs is the ability to enact the work of social justice in the classroom. This symposium will explore how TEPs can cross the theory-to-praxis bridge through social justice literacies. By fostering agentive spaces that center anti-bias, anti-racist, and queer literacies and pedagogies, our TEPs become places that confound, compel, and co-conspire pre-, inservice, and teacher educators to actuate the good trouble necessary for collective liberation.

Content Area

• AREA 1. Pre-service Teacher Education in Literacy

Chair

• Brandon Haskey-Valerius, University of Missouri

Discussant

• Alexandra Panos, University of South Florida

Individual Presentations

• Preparing for the Un-Preparable: Social Justice Agency in a Pre-Service Writing Across the Curriculum Course - Brandon Haskey-Valerius, University of Missouri; Christy Goldsmith, University of Missouri

• “Imagining myself being capable”: LGBTQ+ and gender non-conforming secondary preservice teachers’ navigations of teacher-self within field experience journals. - Summer Davis, Western Michigan University

• Queered teacher education as (non)place: Reflections on queer uses of practitioner inquiry as teacher education - Ryan Schey, University of Georgia