ABSTRACT
This Chapter claims that literacy educators must redirect their current practices to make a more effective case for social justice education in their courses. The authors propose a new attention to cognitive flexibility, principled eclecticism, and sensemaking as foundational to making this shift. To highlight the potential of these concepts for literacy teacher educators, the authors apply them to three areas prominent in the professional work of literacy teacher educators: (1) theoretical frameworks, (2) relevant attributes of teacher preparation, and (3) the challenge of integration and coherency across courses and programs. The authors link these ideas to social justice advocacy, why it matters, and its importance within teacher literacy education.
