Conclusion: Close Encounters of the Third Space Kind



In this concluding chapter, I present pedagogical implications for teacher educators in enacting critical literacy pedagogy. As instructors in teacher education programs and university-level courses continue to grapple with diversity issues for preservice teachers’ growth, they must incorporate social identity and academic literacies of prospective teachers into their curriculum and instruction that can lead teachers early in their career to view teaching as a process of critical inquiry rather than a pre-defined assemblage of techniques. This approach will provide contingent possibilities rather than prepackaged solutions to counter inequalities and prejudices inherent in varying academic contexts. In addition to pedagogical implications, this chapter provides theoretical implications for researchers in the fields of applied linguistics, critical pedagogy, and teacher education.


Critical Literacy Education Critical Pedagogy Bilingual Preservice Teachers Prospective Teachers Academic Discourse Community 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Department of Curriculum and TeachingThe University of KansasLawrenceUSA

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