Preservice teachers and discursive shielding during critical conversations

Abstract

This qualitative study examines the consequential evasive discourse moves 23 PSTs made during critical conversations about a young adult novel. Findings illustrated how PSTs engaged in a constellation of discourse moves—what we’ve theorized as shielding—that disrupted PSTs’ critical engagement with sociopolitical content and perpetuated whiteness. Although not all talk was protective, some participants responded to peers’ shielding to refocus conversation on critical content. While fewer in number, these critical moments suggest hope. The authors offer implications for the field in supporting PST engagement with and facilitation of critical talk.

Keywords:

• Preservice teachers
• classroom discourse
• critical literacy
• young adult literature
• white teacher identity studies

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.