In this research article, Abby Reisman, Lightning Peter Jay, and Jenni Conrad com pare how two preservice teachers navigated discursive "third spaces" that emerged during discussions of slavery in ninth grade global history classrooms. Both teach ers were initially surprised by students' engagement and responded in ways that welcomed and sustained student discourse. Yet the unfolding discussion presented challenges to both teachers that proved too difficult to overcome. Reisman, Jay, and Conrad's analysis applies the Dynamic Systems Model of Role Identity to consider teachers' momentby moment decisions in these discursive third spaces. The resulting portraits of teachers' decisionmaking reveal the complex, often competing consid erations that teachers navigate in facilitating classroom discussions, and the spe cific role that racialized emotions play in shaping how teachers respond to students' contributions.
For cen tu ries, Jerusalem stood as the site of a flourishing intel lec tual, economic, and cul tural hub-deemed an Islamic waqf, or place of ref uge, in 1193. It is hard to imag ine, then, what was lost in the destruc tion wrought by the SixDay War. On June 6, 1967, the Israeli Army cap tured the Old City quarter. By June 10 the demo li tion team arrived, giv ing all res i dents three hours to clear out their belong ings. And by June 12 the entire neigh bor hood was emptied, the homes razed, and the lands flat tened. Within six days, a large part of the neigh bor hood's eight hun dred years of his tory was dec i mated. The Old City was once a pious site of wor ship for both Jews and Mus lims; an intel lec tual fron tier in legal, phil o soph i cal, and reli gious stud ies; fer tile grounds for farming; a birth place of rich Maghrebi arti san ship; and the viva cious social and eco nomic cen ter of Jerusalem; today a plaza now serves as a venue for swearing in Israeli sol diers and as a place of wor ship for Jew ish pil grims. Historian Simone Ricca (2007) notes that "this era sure was not only phys i cal, but one of mem ory as well" (pp. 174-75).
