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Preservice teacher education must support teacher candidates (TCs) in developing both an emerging vision and a beginning repertoire of practice. Social justice teacher education and practice-based teacher education are well positioned to collaborate in supporting TCs in developing justice-oriented visions (JOVs) and learning to enact them in practice, though they must wrestle with the degree of complexity that TCs can navigate at the intersection of justice and practice. This multiple, holistic case study explores to what degree two TCs can manifest their JOVs in practice. Findings reveal how the distance between vision and practice varies by learning goals, classroom roles, and linking school to society. The discussion further explores the role that the discipline of English language arts plays and the way that critical pedagogical approaches emerge in the TCs' visions and practice. The article concludes with implications for teacher education at the intersection of justice, practice, and vision., Introduction I just don't think that you can be a good teacher if you're only focused on your classroom and your students in your classroom at that moment.... It's about [...]

This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize 'culture' and how preservice teachers' subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted., Introduction Students in U.S. public schools represent, more than ever, a wide range of culturally and linguistically diverse backgrounds due in part to immigration and refugee resettlement patterns (National Center [...]

This study investigated the factors that pushed and pulled social justice educators out of urban elementary and secondary (K-12) schools and into teacher education. The authors utilized an auto ethnography and counternarrative methodology to examine the systemic and distinct factors that impacted four social justice educators' decisions to leave K-12 schools. Two central categories emerged: neoliberal K-12 push factors and pull factors that lured educators into academia. The study also revealed K-12 persistence strategies and describes the way educators reimagine their work in teacher education. It is imperative to learn how educators are maintaining their commitment to social justice on all fronts., Introduction I am not leaving the fight, but simply moving to another front. The fight continues on the same. Wherever I am I will be engaged as you are in [...]

It has been a year since Sarah (1) and Brian traveled to Malmo, Sweden, as part of a fellowship through their U.S. teacher preparation program. Their experience was unique and [...]