ABSTRACT
We studied 58 literacy teacher educators (LTEs) in four countries (Canada, the U.S., England, and Australia) to better understand their pedagogy of teacher education and social justice. Our aim was to develop a pedagogy of literacy teacher education because we wanted to extend PTE into the discipline of literacy. Over the past several decades, LTEs have had increasing demands placed on them. Neoliberal policies have led to several educational reforms, including reforms on teaching, assessment, and the rise of marketplace competition in schooling contexts. These reforms are often in stark contrast to the disciplinary shifts the field of literacy has experienced. We explore the ways in which LTEs navigate these complexities to embed social justice into their teacher education courses.
