As a teacher and teacher educator, my research interest is in how teachers’ beliefs, positionalities, and positioning pedagogy [or pedagogic habitus] influence teachers’ abilities to practice social justice, critical literacy education, especially in English Language Arts (ELA) and content area literacy subjects in middle and high school, as well as freshman composition in postsecondary schools.
I am also interested in how teacher educators’ beliefs, positionalities, and positioning pedagogy (1) influence the curriculum and instructional choices used for teacher education classes and (2) influence the development of preservice and inservice teachers’ beliefs and positionalities about social justice, critical literacy education.