• Concretely addresses what happens when new teachers try to
enact inquiry-based and dialogical pedagogy within standardized
schools • Provides realistic access and insight into the
professional lives of novice teachers in ways that invite
preservice and other novice teachers to reflect on the complexities
of classroom engagement • Unpacks tension between the
standardization of education and the advocates for pedagogy that
supports individual inquiries and dialogues within literacy
classrooms • Demonstrates methods for prospective and novice ELA
and English teachers to “wobble,” or enact inquiry-based or
dialogic pedagogy in the context of structured and inflexible
schooling systems.
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