Research and Inquiry

Neutrality and Narratives: Situating Middle Grades Preservice Teachers in Broader Educational Discourses

Author

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.

Keywords: teacher education, social justice, middle grades, middle school

How to Cite: Ranschaert, R. (2021) “Neutrality and Narratives: Situating Middle Grades Preservice Teachers in Broader Educational Discourses”, Middle Grades Review. 7(1). doi: https://doi.org/10.70793/mgr.99