The Authors: sj Miller is Assistant Professor of Secondary English Education at Indiana University of Pennsylvania. S/he has a B.A. in social sciences from the University of California, Berkeley, an M.A. in Jewish studies from the Hebrew Union College, and a Ph.D. in educational thought and sociocultural studies with an emphasis in secondary English education from the University of New Mexico. S/he has published widely in journals and, most notably, won the 2005 Article of the Year Award from the English Journal. sj's current research interests are in unpacking English teacher identity in spacetime as preservice teachers experience the larger matrix of the teaching world.
Linda Norris is Associate Professor of English and Director of Undergraduate English education at Indiana University of Pennsylvania. She has a B.A. in English and a B.A. in French from Penn State, and an M.A. in language communications and a Ph.D. in instruction and learning from the University of Pittsburgh, where she won the Doctoral Association of Educators' Outstanding Dissertation Award. She is the co-author of Making Thinking Visible: Writing, Collaborative Planning, and Classroom Inquiry (1994).

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What issues in English teacher education are sidestepped because they are too loaded to address? What aren't we talking about when we discuss classroom management, censorship, standardized tests, media literacy, social justice issues, the standards, and technology? What really matters to novices entering the profession? The authors in this book wrestle with the disparities between preservice English teacher instruction and secondary school space as the two collide, and describe the tools that preservice English teachers need to negotiate and navigate between theory and practice. This book answers these questions and offers groundbreaking insights about liberatory pedagogy for how teacher educators can mentor preservice teachers on touchy issues, providing them with tools to reach today's students.