ABSTRACT

This article attends to student teachers’ ‘stuck moments,’ or emotional moments of crisis, in a social justice-oriented teacher education program (SJTE). It seeks to problematise the familiar tendency of viewing student teachers’ stuck moments as symptomatic of the theory-practice gap. By troubling both the representational logic that undergirds the theory-practice gap and its reductionist explanations of stuckness, this work conceptualises stuck moments as a fluid, moving assemblage of bodies and discursive, affective, and material forces. Informed by posthumanist theories of affect and a post-qualitative methodology, this article posits that the pressure on student teachers to achieve teaching mastery, and participants’ desire to make a discernible impact on their students, partially constitute the stuck moment assemblage. These elements illuminate the infiltration of learning discourses in stuckness. I argue that learning discourses, with their neoliberal focus on mastery, control, and measurable outcomes, collide with the uncertainty and tenuousness of social justice work. This research suggests that stuck moments have the potential to both expose and oppose the conflicting discourses, affective attachments, and intensities that student teachers encounter as they navigate their SJTE program.

摘要

本文探讨了面向社会正义的教师教育计划（SJTE）中学生教师的“困顿时刻”或情绪危机时刻。它试图使将学生教师的卡住时间视为理论-实践差距的症状的熟悉趋势加以质疑。通过扰乱支撑理论与实践之间差距的代表逻辑及其对粘滞现象的还原主义解释，这项工作将粘滞瞬间概念化为一种流动的，移动的身体组合以及话语，情感和物质力量。在后人文主义的情感理论和后定性方法的指导下，本文认为，学生教师要达到精通教学的压力，以及参与者对学生产生明显影响的愿望，在一定程度上构成了停滞的时刻。学习卡住的话语。我认为，以新自由主义为重点的掌握，控制和可衡量的结果的学习话语会与社会正义工作的不确定性和脆弱性相冲突。这项研究表明，卡住的时刻有可能揭露和反对学生教师在学习SJTE程序时遇到的冲突话语，情感依恋和强度。