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Drawing on the author’s experiences as a multilingual, multiracial teacher educator, the article examines tensions produced by competing community-of-practice assumptions, Black feminist perspectives, and intersections of oppression. It argues for ongoing scrutiny of teacher-education discourses to create space for “difficult subjects,” self-reflexivity, and pedagogical praxis that address inequities in institutions and instructional practice.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/conflicting-discourses-in-language-teacher-education-reclaiming-voice-in-the-struggle/603399/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/conflicting-discourses-in-language-teacher-education-reclaiming-voice-in-the-struggle/603399.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the article highlight about voices in language teacher education?","Question",{"text":111,"@type":112},"It argues that “hard-to-code” and contradictory voices are denied, which can constrain how borders are drawn around final arguments and what teacher knowledge becomes.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the author connect the discussion to community of practice and oppression?",{"text":116,"@type":112},"The author uses her experiences to illustrate contradictions and tensions shaped by beliefs about community of practice, Black feminist perspectives, and intersections of oppression.",{"name":118,"@type":109,"acceptedAnswer":119},"Why does the article question who is qualified to be a teacher educator?",{"text":120,"@type":112},"It contrasts claims that teachers should be accountable mainly for subject matter with evidence that insufficient pedagogical preparation leads teachers to leave quickly, while structural exclusion also steers capable candidates away from becoming teacher educators.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603399,1792096818,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":31},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Conflicting Discoursesin Language Teacher Education:  \nReclaiming Voice in the Struggle  \nBy Theresa Austin  \nTheresa Austin is a professor in the Department of Teacher Education and Curriculum Studies of the School of Education atthe University of Massachusetts, Amherst, Massachusetts.  \nDenying the complex, contradictory“hard-to-code”  \nvoices makes trouble for creating borders around conclusive arguments. Fine sensitively warns feminist researchers in the social sciences not to romanticize voices but to pay critical attention to what voices we hear and how we hear them.  \n(Jackson, 2003, 5)  \nThe warning that Jackson provides is a particularly somber one for any teacher educator concerned about both valuing what teachers bring to the field as well as opening up space to hear and work with “difficult subjects” for teachers (Florio-Ruane, 2001; Gebhard, 2003;Torres-Guzman, 1996;Willett, 2007).The current historical context is one in which many of our teaching candidates, again largely women, are eagerly entering into their first teaching positions. According to the national study conducted by Cochran-Smith & Fries (2005), the majority of teacher candidates in the U.S. are White middle-class women. While those from the U. S. who  \nbecome TESOL teachers are also primarily White middle-class women, given the global demand for English, there is also a sizable number of TESOL teachers from international backgrounds (Braine, 1999; Lurda, 2005). As the current population entering our profession of language-teacher education is now beginning to differ from those in the past because of this international component, this seems to bea particularly significant moment for us to examine what discourses are currently operational that influence the direction and substance of teacher education programs where this notion of“civic culture voice” is encouraged.  \nWith this aim, I use my own experiences as a multilingual teacher educator of dual racial heritage to illustrate how the contemporary period has produced three areas of contradiction and tensions through widely held beliefs about community of practice, Black feminist perspectives, and intersections of oppression. These concepts emanatefromfeminist,Womanist,critical-race,andpost-structuralperspectives.While these concepts at times may be problematic, they are nevertheless directly relevant to current discourses circulating in the professional development of teachers and can contribute to enriching our understanding of diverse voices in teacher education.  \nAs a teacher educator and researcher from Massachusetts, I conduct seminars and courses in a bilingual and ESL teacher education program. In this article I would like to suggest examining the teacher educators’“voice” will contribute to open up dialogue about how discoursesin teacher education need tobe continuously scrutinized for the manner in which they produce teacher-knowledge and instill instructional practices (Hargraves, 1996). Aligned with narrative study, I draw on my own life experiences in TESOL as a multilingual, multiracial, language teacher educator1 to illustrate several lessons learned.  \nFeminist scholarship and poststructuralist theories have increasingly contributed to teacher education in the last 20 years and are becoming central to the theoretical underpinnings ofthe practice of educating teachers, a field that has historically attracted and continues to attract primarily women. Poststructuralism has provided varied approaches to examine the tensions and contradictions in teacher education (Cherryholmes, 1994; Mirón & St. John, 2003; Raths & McAninch, 1999) . Tensions arise when competing ideologies are present in the lives of teachers yet can be productive dialectically in creating new understandings and envisioning options for praxis. For Bakhtin (1981), struggles are an integral part of developing new understandings: “The importance of struggling with another’s discourse, its influence in the history of an ind","cbCaitQ0feMi35GG","https://ap.wps.com/l/cbCaitQ0feMi35GG","pdf",83373,"English","# Conflicting Discourses in Language Teacher Education\n## Reclaiming Voice in the Struggle\n## Community of Practice, Black Feminist Perspectives, and Oppression Intersections\n## Praxis, Self-Reflexivity, and Difficult Subjects","[{\"question\":\"What problem does the article highlight about voices in language teacher education?\",\"answer\":\"It argues that “hard-to-code” and contradictory voices are denied, which can constrain how borders are drawn around final arguments and what teacher knowledge becomes.\"},{\"question\":\"How does the author connect the discussion to community of practice and oppression?\",\"answer\":\"The author uses her experiences to illustrate contradictions and tensions shaped by beliefs about community of practice, Black feminist perspectives, and intersections of oppression.\"},{\"question\":\"Why does the article question who is qualified to be a teacher educator?\",\"answer\":\"It contrasts claims that teachers should be accountable mainly for subject matter with evidence that insufficient pedagogical preparation leads teachers to leave quickly, while structural exclusion also steers capable candidates away from becoming teacher educators.\"}]","Conflicting Discourses in Language Teacher Education - Reclaiming Voice in the Struggle | PDF",1792096180]