Abstract
I take up a practitioner inquiry stance to examine a wobble I experienced while conducting research with ELA preservice teachers. Drawing on Garcia and O’Donnell-Allen’s Pose, Wobble, Flow framework (2015), I consider how my research design and pose as a justice-oriented teacher educator led me to wobble when participants agreed on a potentially problematic idea. Resisting and interrogating binaries of right/wrong and good/bad, I speculatively (re)imagine the possibilities of my interactions with the ELA PSTs. Sharing these speculative (re)imaginings of wobbles in teacher education can function to deepen and make more flexible our individual poses and make visible just collective educational futures.
Publisher
National Council of Teachers of English