In this article, Stephanie Jones and Hilary E. Hughes suggest that particular discursive lessons are readily available in justice-oriented teacher education which might influence a pedagogy that crowds out responsiveness, the experience of the student, and the role of gender and feminism in teacher education. They contend that changing the place of teacher education to include unpredictable community settings requires pedagogical responses that defy predictable storylines and ready-made discursive lessons common in teacher education. The lessons learned contribute to justice-oriented teacher education and an emerging trend for including community-based experiences in teacher education, and highlight the importance of feminist storylines for the incommensurability of misogyny and racism for teacher education.

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