In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators' race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often…

For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from…

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically…

Race-focused teacher education has centered on changing preservice teachers' racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework…

The arts generally and theater specifically offer effective strategies to help educators recognize and make visible the multiple student and teacher identities within classrooms. Without student and teacher agency in schools, there cannot be equitable and liberatory learning environments. Noted Brazilian theater artist and activist Augusto Boal's…

This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education--professional development (CRE-PD) activities, and…

This interpretive study investigated how 12 graduates from a justice-oriented teacher preparation program described their teaching goals, practices, and influences on those practices after their 1st year of teaching in an urban school. Relationships among these teachers' orientations toward socially just teaching, self-reported socially just…

The literature on preparing teachers for urban schools provides a rationale for helping candidates understand the particular cultures of students. However, research has not sufficiently "unpacked" features of the setting that programs can address; nor has it discussed how programs tailor teaching approaches to their specific contexts.…

Although culturally relevant pedagogy is widely espoused and applied in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness. This study was a grassroots attempt to work collaboratively with a group of…

Globalization is one of the most powerful forces that will shape the future world in which our children will live. How to prepare our children to live successfully in this world has become a challenging question for education. This article discusses the challenges globalization presents to education and the implications for teacher education.

This discussion focuses on an aspect of teacher education for diversity that is frequently mentioned but not developed in sufficient detail. It is preservice teachers' and teacher educators' attitudes and beliefs about racial, cultural, and ethnic differences. These are the ideological anchors of teaching decisions and behaviors and meet Cuban's…

Although attention has been focused on transforming preservice teachers' beliefs and developing practice with antiracist pedagogy, this study suggests that similar attention should be paid to teacher educators' beliefs and practice. This article combines self-study of teacher education practices and focus group research to examine three…

Schools serve as a setting in which students come to understand gender, but transgender students (those who transgress societal gender norms) are largely left out of discussions of education. The high level of harassment that transgender students face poses sizable obstacles to school success. If the field of education is committed to equity and…

This study focused on determining whether there are particular factors that may be associated with the development of greater multicultural awareness and sensitivity in preservice teachers. The researcher conducted extensive interviews with one 22-year old White female teacher candidate and identified six factors that appeared to play a critical…

Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…