Abstract
This piece recounts how a teacher educator’s experiences as a rural student and teacher at various educational levels have shaped her professional identity. Pairing these experiences with scholarship on rural cultural identity, she outlines how ELA teacher educators can honor rural identities, cultures, and ways of being in their classrooms. The pedagogical moves detailed in this piece offer opportunities for both teacher educators and preservice teachers to consider ways of inviting rural culture into their classroom—to make rural culture part of an inclusive and multicultural way of teaching.
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