Abstract
In the midst of quickly changing education legislation, English education teacher educators must consider how to prepare teacher candidates with a full understanding of new, restrictive legislation as they design and implement instruction upholding NCTE’s standards for antiracist/antibias instruction while protecting themselves from school-level discipline and/or state-level legal implications. In this essay, a teacher educator reflects on these conflicts in relation to her own practice and how she has made curricular changes to engage her students in this work.
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