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This (Re)Active Praxis essay centers on the collaborative revision of two English language arts teacher education courses—one on literature and drama and the other on writing and language—in a state experiencing aggressive legislation against practices of diversity, equity, and inclusion that impacts teacher education preparing students to design justice-oriented education. Two objectives framed this collaborative course revision: to deliver critical teacher preparation grounded in cultural relevance and justice orientations and to design courses that integrate and demonstrate conceptual and instructional relationships between reading and writing. The authors share and reflect on their experiences and process of collaboratively revising the courses, offering a heuristic derived from their decision-making to increase or improve ways education courses support preservice teachers’ opportunities to learn and teach literacy in culturally responsive, justice-oriented classrooms.
Catena et al. (Mon,) studied this question.