Five Years of Justice-Based English Education: A Symposium on Speculative Research, Remedy, and Repair

Session Type: Symposium

Abstract

Justice oriented teacher preparation is a speculative act. Preparing students for transformative teaching is grounded in the hope that teacher education can be a transformative space within schooling with rich potential for remedy, repair, and restoration. Three interlinked studies explore what an English education program steeped in restorative justice has looked like in practice at a predominantly white, large Midwestern university over the past five years. Taken together, this research argues that teacher preparation can be a space where our pedagogical speculations about justice-oriented classrooms in the future can become reality now. We invite other researchers and practitioners involved in similar work “imagining otherwise” to join us for interactive presentations, generative discussion, and potential future collaboration.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 04: Transformative Justice in Teaching and Teacher Education

Chair

• Autumn A. Griffin, Georgia State University

Participants

• Christopher Kingsland, University of Michigan

• Naitnaphit Limlamai, Colorado State University

• Kyle P. Smith, University of Michigan

• Ebony Elizabeth Thomas, University of Michigan

Papers

• What If? Wobbling in the Speculative Imaginary of Justice-Oriented Teacher Preparation - Christopher Kingsland, University of Michigan

• Polylithic Definitions of Justice: Guiding Teachers From Speculative to Actual Justice-Oriented Classrooms - Naitnaphit Limlamai, Colorado State University

• Teaching English for Joy, Justice, and Hope: Toward a Restorative English Education - Kyle P. Smith, University of Michigan; Ebony Elizabeth Thomas, University of Michigan

Discussant

• Amy Stornaiuolo, University of Pennsylvania