LAUSR

Abstract This narrative inquiry examines, through a theoretical framework informed by Bhabha, experiences of two graduates of a social justice-oriented preservice program in the U.S. in an era of standards-based reform. This article demonstrates that schools are sites shaped and constrained by various competing discourses, which delineate meanings of education in drastically different ways. The participants encounter conflicting demands and desires. Negotiating among what seems incommensurable is an important part of their teaching. The participants deploy the politics of hybridity as a creative tactic for their daily negotiations. The implications for teacher education are discussed.