"I never really saw anybody that looked like me in a book": A positioning theory analysis of preservice teachers' critical reflections.

The purpose of this qualitative case study is to understand how preservice teachers develop their criticality within a semester long undergraduate course focused on children’s literature. This study addresses a well-documented practical knowledge gap in education research: although preservice teachers claim to understand the importance of a culturally relevant and sustaining curriculum, they do not know how to effectuate that curriculum when it comes to their future classrooms. Using Positioning Theory as a theoretical lens and an analytical tool, the study explores how preservice teachers position themselves in relation to developing their criticality through participation in a course curriculum purposefully designed to prompt them to question exclusionary beliefs and ideologies. Key findings from the study include the importance of centering counter-stories, using reflective writing as a way to evaluate and reevaluate established beliefs, practicing critical listening to build empathy, and determining ways to subvert a system designed to perpetuate the status quo. The significance of the study is shown in how creating the space for critical conversations to occur early and often in teacher education programs is crucial to preservice teachers’ preparation for teaching in diverse settings.