Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement

摘要: Abstract Questions abound in the U.S. based teacher education literature about kind of knowledge teachers should possess learning and academic achievement that will enable them to provide all students with an equitable, effective schooling experience. This article examines how a group preservice teachers—enrolled program challenges deficit thinking—understand talk achievement, paying particular attention extent which candidates account for recognize potential risk. Based on paradoxical stability tentativeness candidates' risk, deployment “at-risk” category, I suggest need illuminate complex body informs understanding, particularly deployed curriculum.