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This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.
There is a popular discourse in Sweden describing student writing as defective. Entering the discourse about the state and possible change of student writing, this paper analyses the writing part of the national test in Swedish for upper secondary school. Student texts from 1976, 1986, 1996, 2005, and 2012 are investigated both quantitatively and qualitatively. Drawing on Hultman and Westman (1977) for the quantitative analysis, the paper examines nominals (in particular, the use of nouns and pronouns), and correctness (distinguishing between different kinds of mistakes). The qualitative analysis pertains to the rhetoric competence in student essays. The results show that the student texts have become somewhat more informal, or speech-like, over the years. The study also indicates that the number of mistakes has increased slightly, especially the grave mistakes, which may make the texts difficult to comprehend. On the other hand, the rhetoric competence of today’s students seems, comparatively, good. The popular discourse, then, is right in some respects, but the situation is more nuanced than the critics claim.
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