Complexities in social justice teacher preparation: A CHAT analysis of a preservice teacher navigating university and school contexts

Drawing on cultural-historical activity theory (CHAT), this case study examines obstacles to enacting critical composition pedagogy for a preservice teacher in a suburban, U.S. middle school. The teacher identified as gay, middle-class, gender nonconforming, and White. Analysis revealed interconnected individual and systemic factors presenting challenges to critical pedagogy. These factors included vacillating beliefs about the purpose of school, discomfort with criticality, minimal teacher autonomy, a skills-focused curriculum, excessive testing, and a lack of actionable models. Findings suggest justice-centered teacher preparation must integrate productive dissonance and intersectional identity work. Also, teacher educators should collaborate with schools to create systems supporting criticality. (c) 2022 Elsevier Ltd. All rights reserved.