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Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers and teacher educators as struggling and the partiality of these narratives from our perspective as both professionally responsible and anti-racist educators. The authors present three counterstories that exhibit how teachers and teacher educators are exceeding the expectations of the framework by foregrounding more complex, social justice–focused perspectives on readers and reading. The authors argue for the inclusion of professionals using antioppressive and contextualized professional knowledge and practices to move the field forward.

This qualitative study examined elementary education preservice teachers' (PTs') enactments of culturally responsive and sustaining pedagogies within their respective field placements. Data collection occurred across three semesters, including participant interviews, field observations, and teaching artifacts. Analysis indicates that the PTs' field placement context(s) shaped the affordances and limitations each preservice teacher encountered during student teaching. This study suggests that PTs need support from multiple stakeholders to adopt and enact culturally sustaining pedagogies, and it raises questions about what more teacher education programs can do to support PTs once they enter student teaching.

This qualitative study examined elementary education preservice teachers’ (PTs’) enactments of culturally responsive and sustaining pedagogies within their respective field placements. Data collection occurred across three semesters, including participant interviews, field observations, and teaching artifacts. Analysis indicates that the PTs’ field placement context(s) shaped the affordances and limitations each preservice teacher encountered during student teaching. This study suggests that PTs need support from multiple stakeholders to adopt and enact culturally sustaining pedagogies, and it raises questions about what more teacher education programs can do to support PTs once they enter student teaching.