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This self-study describes the impact of shifting the focus of my pedagogy with first-year undergraduate teacher education students. Through increasing explicitness and describing my intent, I aimed to make students aware of the narratives that are alternatives to their earlier experiences. Placement in an inner-city elementary school provided the opportunity to experience first-hand the educational lives of their students. The impact of this opportunity on me, my undergraduates, and my pedagogy are discussed.
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