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In this paper, we draw from a cluster of stories to illustrate the need for new spaces in teacher education where preservice teachers can "speak the unspeakable" in order to open up possibilities in their teacher identities. We want to demonstrate how discourses surrounding what it means to be a teacher restrict preservice teachers' abilities to problem-solve and respond critically to important educational issues. We want to show how discourses silence students to a dangerous politeness wheredoi:10.21423/awlj-v14.a175 fatcat:br2pqjsitvcg7aovhvhpvnrviy