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Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse: Counterstories of Teachers and Teacher Educators in Texas
Author(s) -
Mosley Wetzel Melissa,
Skerrett Allison,
Maloch Beth,
Flores Tracey T.,
InfanteSheridan Myra,
MurdterAtkinson Jessica,
Charlene Godfrey Vickie,
Duffy Allie
Publication year - 2020
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.358
Subject(s) - pedagogy , reading (process) , foregrounding , teacher education , blame , narrative , professional development , sociology , psychology , literacy , inclusion (mineral) , perspective (graphical) , mathematics education , political science , gender studies , linguistics , social psychology , philosophy , artificial intelligence , computer science , law
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers and teacher educators as struggling and the partiality of these narratives from our perspective as both professionally responsible and anti‐racist educators. The authors present three counterstories that exhibit how teachers and teacher educators are exceeding the expectations of the framework by foregrounding more complex, social justice–focused perspectives on readers and reading. The authors argue for the inclusion of professionals using anti‐oppressive and contextualized professional knowledge and practices to move the field forward.