Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education

Abstract

Situated in the field’s burgeoning attention to identifying and specifying “core practices” of teaching and drawing on data from a study of a writing methods course in a US teacher preparation program, this article draws on poststructuralist discourse and affect theories to show how attending to the affective dimensions of practice was crucial to “un-naming” discourses of Control and Failure in one preservice teacher’s writing lesson. The authors argue that binaries within metaphors of practice(s) must be continually troubled to ensure that children’s racialized, classed, and gendered positioning in schools is centered within practice-based teacher preparation.