Abstract
This paper forwards discourse analysis as a productive way to consider the ways in which the possibilities available for middle grades preservice teachers in justice-oriented teacher education programs are complicated by larger discourses relating to teacher neutrality and teacher education as a transformational narrative. To illustrate this, written journals from twelve preservice teachers in a justice-oriented teacher education program are analyzed and discussed.
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Recommended Citation
Ranschaert, R. (2021). Neutrality and Narratives: Situating Middle Grades Preservice Teachers in Broader Educational Discourses. Middle Grades Review, 7(1). https://scholarworks.uvm.edu/mgreview/vol7/iss1/5