ABSTRACT There is an ever-present need for scholarship that addresses how to prepare preservice teachers to approach literacies as political, learn with children who have different cultural, linguistic, and racial identities than them, and navigate the continual becoming inherent in equity-oriented practice. This article explores the affordances of participating in a place-based practicum and connected university course, the EPIC program, to negotiate critical dispositions. University partners negotiated critical dispositions through engaging in the child-driven creation of fictive superhero worlds at an afterschool club and through mediation of those experiences in a connected university course. The afterschool club is grounded in sociocritical literacy practice and serves as a practicum site for a elementary teacher education program. I used a critical literacy framework to analyze negotiations of critical dispositions by university partners. Findings highlight how one university partner wobbled along a spectrum of equity-oriented practice. The study illuminates the value of an analytical framework in naming dispositions as people wobble in order to surface and mediate them. Wobbling is a conceptual tool that can support both teacher educators and preservice teachers in moving further toward equity across the many settings in which they will teach and learn.

中文翻译：

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摇摆不定的希望：谈判进入、退出和之间的批判性倾向

摘要 始终存在对奖学金的需求，以解决如何让职前教师准备好将扫盲视为政治，与具有不同文化，语言和种族身份的儿童一起学习，并在以公平为导向的实践中不断成为内在. 本文探讨了参加基于地点的实习和相关大学课程 EPIC 计划以协商批判性倾向的可供性。大学合作伙伴通过在课后俱乐部参与由儿童驱动的虚构超级英雄世界的创作以及通过在相关大学课程中调解这些经历来协商批判性倾向。课后俱乐部以社会批判性扫盲实践为基础，是小学教师教育计划的实习场所。我使用了一个批判性素养框架来分析大学合作伙伴对批判性倾向的谈判。调查结果突出了一个大学合作伙伴如何在一系列以公平为导向的实践中摇摆不定。该研究阐明了分析框架在命名性格时的价值，因为人们为了浮出水面和调解他们而摇摆不定。Wobbling 是一种概念工具，可以支持教师教育者和职前教师在他们将要教和学的许多环境中进一步实现公平。该研究阐明了分析框架在命名性格时的价值，因为人们为了浮出水面和调解他们而摇摆不定。Wobbling 是一种概念工具，可以支持教师教育者和职前教师在他们将要教和学的许多环境中进一步实现公平。该研究阐明了分析框架在命名性格时的价值，因为人们为了浮出水面和调解他们而摇摆不定。Wobbling 是一种概念工具，可以支持教师教育者和职前教师在他们将要教和学的许多环境中进一步实现公平。