Unsettling language ideologies: Examples from writing teacher education in New Zealand and the United States

In this study, we use qualitative research methods to explore how discourses about language manifested within two university writing teacher education classes, one in New Zealand and the United States. We used a collaborative teaching journal student work as main sources of data, which were analysed inductively at key points before, during after focal classes. Findings showed that these geographically culturally distinct contexts, practices related “correctness” “academic” or similarly hard displace, even when underlying ideas unsettled. Our analysis suggests teachers educators have similar struggles balance—to both prepare students succeed world it is now them push against systems maintain inequities.