Abstract
Teacher educators often stress caring as a vital part of professional practice. However, the intentional enacting of an ethic of care in a teacher preparation program is a nuanced and unobvious process. This reflective self‐study explores how two literacy instructors tried to demonstrate an ethic of care in a Language Arts methods course, a site where issues of equity are complicated by dominant and often exclusionary definitions of literacy within a larger, standards‐based climate. Seeking to generate conversations about equity in literacy education while ‘caring for’ our students, we applied developing educational principles of Universal Design. In this paper, we discuss the complicated considerations encountered as we integrated inclusive literacy practices within an ethic of care while tending to the pedagogical needs of pre‐service literacy teachers.
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