Pausing at the Threshold
Pausing at the Threshold
Castle Conference 14 Event Schedule
Vulnerability, Ontological, and Epistemological Assault
Section I: How can we position, reposition, reframe, re-imagine, and integrate new learnings from the past, present, and future?
Contemplating the Academy Using Memory-Work as Method
“An Organic Vessel With Rippling Effect”
Imaginary Critical Friends
Me Versus We
Responding to Pandemic-Centered Nihilism With Democratic Renewal and Restoration in Teacher Education
Pedagogy on the Borderlands in Teacher Education
Reading the Room
"Buoys in the Sea"
Exploring Our Knowledge of Narrative S-STEP Methodology Through Collaboration
Beyond Critical Reflection
Revisiting Collaborative Editorial Initiatives to Learn More About Our Academic Motivations
Critical Friend Intimacy and Individual Transformations
Constructing Spaces for Professional Development in an Action Research Course
Me, Myself, and I
From Tourist Teachers to Place Rooted Educators
Who Is the ‘I’ in All of This?
Making the Familiar Strange Again
Pausing to Breathe, but Is It Possible to Pause Whiteness in Teaching and Teacher Education?
Questions of Feminist Power
New Understandings of Liminality
What Does It Mean to Be a Teacher-Educator?
Section II: What inspires you to pause, deliberate, consider, or take a mindful stance to determine new or enduring practices?
A Course That Explores Indigenous Perspectives of Assessment
A Self-Study of Whiteness and Teaching About Teaching Race in a Social Studies Methods Course
Building the Boat, Growing the Tree
Articulating a Pedagogy of Discussion
Navigating the Thresholds and Crossing Boundaries Into Academic Leadership
Interrogating Grading Practices in Mathematics Methods
Trials and Tribulations of Transitioning Into Leadership
Voices in Debriefing Mathematics Methods Teaching
Learning How to Be a Better Teacher Educator Online
Teaching As Orchestration
Uncovering Care in My Pedagogy and Collaborative Self-Study
“It is a bit like cooperating as teachers”
Reflecting on Supervision During Emergency Remote Teaching
Building and Modeling Warm Demander Teaching Identities
Perspectives on Trauma-Informed Practice During Pandemic Zoom Teaching
Navigating Leadership With an Eye Toward Equity
Discovering the Value of Ticket Out of Class as Critical Reflection and Formative Assessment
In Pursuit of Quality Teaching and Learning
Pedagogy in Progress
Implementing Standards-Based Grading in the University Classroom
Ungrading as Turning Point in “Forever on the Way” to Becoming Critical Educators
Section III: What opportunities are you considering, contemplating, exploring, or embracing to contribute to different communities and audiences?
“Listen before you push”
Rural Experience and Its Impact on the Identities and Practice(s) of Teachers/Teacher Educators
Enacting a Relational Approach As an Editor
Collaboratively Cultivating Critical Racial Literacy Practices for Teacher Education
Examining the Value of Integrated Arts in Teacher Education From a Collaborative Cross-Border Cross-Institutional S-STEP Perspective
Liberating Our Anti-Racist Selves
Looking Back to Move Forward
“We Are Going to Need a Bigger Bottle”
Dancing With Others
Three Thresholds in a Single Crossing
Developing a Sense of Belonging in Spaces for Community Curricular Collaboration
Living Up to Expectations
Learning About Self Through a Multi-Institution Inquiry Into New Teacher Preparedness Post-COVID
Experience As a Clinical Faculty Associate Shifting Teacher and Teacher Educator Identity
Exploring the Role of Mentorship, Resistance, and Affirmation
Enacting Theory-Practice Pedagogies
"It helps us remember our why"
Looking Into the Rear-View Mirror While Moving Forward
What Advice Would We Give Ourselves on the Threshold of a VUCA Environment?