“I remember being aware of how I was being positioned by my school”: How early experiences with deficit views of education influence the practices of literacy teacher educators

This paper explores how the practices and pedagogies of U.S. literacy teacher educators with a critical stance were influenced by their early life experiences. Findings from this study revealed that early life experiences directly informed their broadened conceptualizations and enactments of literacy pedagogy. Teacher education programs need to provide teacher educators with opportunities for collaboration to learn from one another, while broadening the experiences from which they construct their literacy education curriculum.