Abstract
Grounded by critical race and landscapes of practice perspectives, this study examined teacher candidates who were asked to use equity as a lens to describe students’ literacy learning opportunities in their practicum sites. Analysis of this writing revealed wide variation in candidates’ participation, including a group who regularly noticed equitable/inequitable literacy teaching practices and structures and discussed how they would resist/change those they considered inequitable and a group that primarily overlooked these reflective opportunities. Follow-up interviews with two candidates revealed their different equity stances. Study findings can be used to reconceptualize literacy practice to help candidates identify and challenge policies and ideas that sustain inequity.
Published Version
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