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Neutrality and Narratives: Situating Middle Grades Preservice Teachers in Broader Educational Discourses
Ranschaert, Rachel
Ranschaert, Rachel
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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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Thank you to Dr. Amy Murphy (University of Georgia) for your teaching, mentorship, and expertise.
ARRAY(0x5d1ae60b1778)
ARRAY(0x5d1ae60b1778)
Date
2021-04-28