"Community is the Basis for Learning": A Narrative Inquiry into Equity-Oriented Literacy Practices

As the demographic composition of student populations in the United States continues to diversify, it is imperative that educators enter the field equipped to address the varied needs of all their students. Despite this increasing diversity, many preservice teachers in the United States remain predominantly white and often lack substantial experience with students from backgrounds different from their own. To ensure that students meet high standards and develop into lifelong learners, it is essential to take proactive measures to address this disparity. Consequently, there is a need to prepare preservice teachers to employ equity-oriented pedagogies, thereby fostering learning environments where all students can achieve successful educational outcomes. A narrative approach (Clandinin & Connelly, 2000) was used to explore the development of equity-oriented literacy teaching practices among preservice teachers. By examining the lived experiences of three preservice teachers this study explores how their identities intersect and influence their understanding and application of critical literacy. Through in-depth conversations, this study unfolds the complexities of navigating diverse classroom environments and the challenges of implementing critical literacy practices. The findings emphasize the importance of relationship building and providing ongoing support to preservice teachers as they develop their knowledge and skills in critical literacy. This study reflects the transformative potential of narrative inquiry in understanding and promoting equity in education. The insights gained offer recommendations for teacher education programs to prioritize equity and social justice, thereby preparing future teachers with the skills and tools to create an inclusive and just learning environment for all students.