Acknowledgements

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

Responding to Pandemic-Centered Nihilism With Democratic Renewal and Restoration in Teacher Education

Testimonio 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

Parallel Performance

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

Listening Pedagogies

Discovering the Value of Ticket Out of Class as Critical Reflection and Formative Assessment

In Pursuit of Quality Teaching and Learning

Pedagogy in Progress

Threshold Inertia

Pedagogical Care

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

Something Happened

Enacting a Relational Approach As an Editor

Missed Connections

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?

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