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Underscored by bell hooks’s assertion that “no education is politically neutral,” this essay describes one teacher educator’s praxis with preservice undergraduate students. We engage with scholarship about desire-based ways of knowing and thick solidarity to articulate our values, connections, and practices for teaching and learning. Students develop rigorous imaginations for educational possibilities, a critical practice for English teachers and teacher educators amid mounting regulation, constraint, and criminalization of social justice praxis. This essay includes a discussion and examples of a social justice vision board project, a curricular tool designed for preservice and inservice preK-12 teachers to articulate their educational values, connections, and practices.