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 anti‐oppressive and contextualized professional knowledge and practices to move the field forward.

中文翻译：

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在“教学阅读科学”话语中抗争的定位：德克萨斯州教师和教师教育者的故事

在美国，阅读老师和教师教育者是最近在公众演讲中最主要的原因，这是阅读失败的原因。2019年3月，皮尔逊教育（Pearson Education）发布了德克萨斯州《教学科学阅读考试框架》草案，该州的教师和教师教育者被要求修订相应的课程和计划。在本文中，作者从为专业负责任和反种族主义教育者的角度概述了将教师和教师教育者定位为挣扎的叙事，以及这些叙事的局部性。作者介绍了三个反面故事，它们通过对读者和阅读提出了更为复杂的，以社会正义为重点的观点，展示了教师和教师教育者如何超越框架的期望。