The aim of this article is to expand the dialogue about how contemporary scholarship on the intersections between youth, literacy, and popular culture might inform literacy teacher education. Specifically, this article is designed to (a) orient literacy teacher educators who may be somewhat unfamiliar with this particular line of scholarship to a few of its major concepts and K-12 classroom implications and (b) propose several ways this line of scholarship might open up possibilities for literacy teacher educators to help pre-service literacy teachers develop culturally responsive teaching practices. To address these goals, this article first provides an introduction to several common ways popular culture has been theorized. From this introduction, the article explains the following three concepts within contemporary scholarship that investigates youth engagement with popular culture: (a) popular culture as a site of identity formation for youth; (b) popular culture as a context for literacy development; and (c) popular culture as a vehicle for sociopolitical critique and action. In addition, this article illustrates pedagogical implications these concepts have for K-12 literacy education, including how literacy instructors adopt ethnographic stances toward youth engagement with popular culture to reposition youth and ascertain their popular culture funds of knowledge, bridge standard literacy curricula to students' popular culture funds of knowledge, and develop literacy curricula to facilitate students' sociopolitical critique and action. Finally, this article explores how this line of scholarship may open up spaces within literacy teacher education for K-12 pre-service literacy teachers to grapple with the politics of literacy pedagogy.

This article reports the findings of a study that examined how and why a group of pre‐service secondary literacy teachers conceptualized and created various curricular activities involving young adult literary texts as part of their work for a teacher education course on teaching literature. Specifically, this article examines the systems of reasoning about the concept of adolescence that undergirded and rationalized these pre‐service literacy teachers' curricular activities. Excerpts of the pre‐service teachers' rationales and sample activities are presented here to illustrate how these pre‐service teachers perceived adolescence as primarily a time of identity formation, especially one fraught with danger, and literacy curriculum, particularly the study of young adult literary texts, as a vehicle to help their future students traverse this tumultuous time. In presenting these findings, this article argues for secondary literacy teachers and literacy teacher educators to rethink and complicate their normalized assumptions of adolescence and secondary students. تفيد هذه المقالة نتائج دراسة فحصت كيف ولماذا مجموعة من معلمي معرفة القراءة والكتابة في الثانوية ما قبل الخدمة صوروا وخلقوا أنشطة منهاجية متنوعة انضمت فيها نصوص الأدب للمراهقين كجزء من عملهم لحصة تعليم الأدب للمعلمين. وتصف هذه المقالة على وجه الخصوص أنظمة التفكير حول مفهوم المراهقة الذي دعم ووجه أنشطة المنهاج الدراسي لدى المعلمين ما قبل الخدمة. وقد تم تقديم ملتقطات من أمثلة أنشطة المعلمين ما قبل الخدمة ومبادئهم هنا لتبيين كيف تخيل هؤلاء المعلمين ما قبل الخدمة فكرة المراهقة كفترة تشكيل الهوية لا سيما فترة مليئة بالخطر ومنهاج معرفة القراءة والكتابة الدراسي بخاصة دراسة نصوص الأدب للمراهقين كوسيلة لتساعد طلابهم المستقبلين في تجاوز هذه الفترة المضطربة. وبوساطة تقديم هذه النتائج تحتج هذه المقالة بإعادة التفكير من قبل معلمي معرفة القراءة والكتابة في الثانوية وكذلك أساتذتهم وبتعقيد افتراضاتهم المعتاد عليها تجاه المراهقة وطلاب الثانوية. 本文报告一项研究之结果，该研究考查一群职前中学读写文化教师，在他们修读教师教育课程中的文学教学时，是如何概念化及创作各种涉及青年成人文学文本的课程活动，以及其背后之原因是什么。具体来说，本文探讨这些职前读写文化教师所制作及合理化的课程活动，是基于怎样的推理系统来考虑青春期这个概念。本文展示这些职前教师的理论依据及课程活动实例的摘录，以说明这些职前教师如何把青春期这个概念理解为主要是一个身份认同的形成期，尤其是一个充满危险的时期；如何把青年成人文学的学习，理解为帮助他们的未来学生跨越这个多变的时期的载体。通过展示这研究的结果，本文作者认为，中学读写文化教师及读写文化教师教育工作者，须重新思考他们对青春期及中学生这两个概念的规范化假设，并须对其有更深刻的认识。 Cet article rapporte les résultats d'une étude qui a examiné comment et pourquoi un groupe de professeurs du second degré en formation initiale ont conçu et créé différentes activités d'un programme comportant des textes de littérature de jeunesse pour adolescents en tant que composante d'un cours de formation des maîtres sur l'enseignement de la littérature. Plus précisément, cet article examine les types de raisonnement relatifs au concept d'adolescence sous‐jacent qui constituait la trame rationnelle des activités du programme de ces professeurs de littératie. On présente ici des extraits des raisonnements des professeurs et des exemples d'activités pour montrer comment des enseignants en formation initiale perçoivent l'adolescence en premier comme une période de formation de l'identité, principalement co...

This article introduces Critical Literature Pedagogy (CLP), a pedagogical framework for applying goals of critical literacy within the context of teaching canonical literature. Critical literacies encompass skills and dispositions to understand, question, and critique ideological messages of texts; because canonical literature is often taken‐for‐granted as conveying literary merit or cultural value, it offers apposite opportunity to engage students with critical literacies. Using Of Mice and Men as an example, this article illustrates how literacy educators can use CLP to teach their students to examine how canonical texts are embedded in and shaped by ideologies.

Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on “trauma-informed education” to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.

As much as gender, race, class, and sexuality reflect socially constructed categories of accrued, and often problematic meanings, so, too, does adolescence represent a social category of significations currently viewed as "true" but understandable as