ABSTRACT
This chapter chronicles a learning crisis grounded in the author's desire to understand the “right” ways to mediate teacher candidates’ learning toward justice aims. Conducting self-study research and participating in a doctoral seminar that centered collective, critical sensemaking supported the author in identifying and questioning her belief in the possibility of finding certainty in the ever-evolving work of advancing justice and to instead be purposeful and accept uncertainty in my decision-making about what and how to teach about teaching. In analyzing her story of crisis, the author posits that attending to emotion, even crisis, in learning a (justice-oriented) pedagogy of teacher education bolsters and humanizes the learning process.
