Epideictic Metaphor: Uncovering Values and Celebrating Dissonance Through a Reframing ofVoice

Integrating Feminist Theory, Pedagogy, and Praxis into Teacher Education

“…That valuing of all experiences—the specific as well as the generalizable, the concrete and the abstract, the extraordinary and the mundane—allows teachers to examine all aspects of their lives and to see the value of every lived experience (Acosta, 2015; Hudson-Vassell et al, 2018; Lawrence, 2016; Mussack, 2017). In my own work with preservice teachers, for example, I have noticed that when preservice teachers describe shadowing experiences or observations of master teachers, they seem to write these observations and reflective journals more like police reports—completely disconnected from their lived experience in the classroom as observer or as students around them might be experiencing the lesson—than as moments that provide meaningful thought on their roles as a future teacher.…”