Abstract
This essay begins with my memory of a provocation from a former student about my presence in Detroit as a white English teacher—a provocation invoking the intersections of race and space. The incident inspired the creation of an English education methods syllabus centered in racial literacy frameworks, analyses of space, and prioritizing youth voice for English teacher educators and preservice teachers. It is my hope that this essay offers space for English educators to respond meaningfully to student analyses of power and oppression through English curricula.
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