• Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial-You may not use the material for commercial purposes.

This article argues that, as a tool for social justice and resistance, the concept of motherwork can be usefully applied to two texts by Chicana writers—Lucha Corpi's Black Widow's Wardrobe and Demetria Martínez's Mother Tongue. The essay draws on Patricia Hill Collins's theory of motherwork and survival for women of color to show how characters in the novels confront violence by doing motherwork. The article employs a transnational reading of the texts to argue that in this context domestic violence has a double meaning—that of the home and that of the nation. The article addresses motherwork generally, turns to hemispheric and transnational concerns, and concludes with a discussion of domestic violence and the motherwork that emerges in opposition to it. By doing motherwork, the characters develop survival tactics that resist racist, patriarchal practices in government policy.

A shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.

The global emergence of Innovative Learning Environments (ILEs) has disrupted the conventional grammar of schooling prompting more collaborative and flexible teaching and learning arrangements. While the emergence of a new grammar and its complexity for experienced teachers is acknowledged, the ramifications for initial teacher education (ITE) are under-researched. With practicum at the heart of ITE it is vital that teacher educators become conversant with the grammar of an ILE practicum so they can support student teachers to thrive in these environments.

No abstract