Based on data from an ethnographic study of teachers, the author applies analytical tools from critical race theory to make sense of how teachers made decisions about classroom placement in an elementary school in the U.S. South. The article is organized around the questions, In what ways did teachers in this study make sense of race in classroom…

In the United States, K-12 students are likely to go through school without learning from a single teacher of Color (TOC), yet research shows that all students, especially students of Color, stand to benefit from having TOCs. Therefore increasing the diversity of the teaching working force has gained public concern in the past few years,…

This study examined the impact of intergroup dialogue on a cohort of preservice early childhood educators. Specific attention was paid to the ways in which participation in intergroup dialogue shaped participants' sense of identity, the ways in which they "saw" multiple and intersecting identities in schools and classrooms, and how…

This investigation explores the critical reflection of two urban high school science teachers as they participate in cogenerative dialogues--weekly discussions with focus groups of students that are held outside of instructional hours and that center on identifying and addressing problem areas of classroom teaching and learning. The study finds…

This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO)…

Efforts to recruit and retain Teachers of Color are rarely accompanied by policy and programmatic changes that adequately address their unique learning needs. In this article, I propose a framework that draws on sociocultural learning theory and Critical Race Theory to examine how programmatic structures embedded in a racially structured society…

Many scholars have concluded that teacher education research needs to take a complex view, resist simplification, and account more fully for teacher education's contexts and processes as well as its impact on teacher candidates' and school students' learning (Cochran-Smith & Zeichner, 2005; Grossman & McDonald, 2008; Opfer & Pedder,…

Mirroring the heterogeneity of Spanish-speaking bilingual teachers and students in the United States, the authors reflect on their diverse linguistic and cultural backgrounds to interrogate what it means to be "linguistically qualified" to prepare bilingual teachers in the United States. Through critical collaborative autoethnographies,…

This article provides a look into a day in the life of the author, Cheryl Matias, as a Filipina teacher educator teaching White teacher candidates in a White institution. This article focuses on the conceptualization and operationalization of her pedagogy of trauma as a survival mechanism and as a model for other teacher educators of Color who…

To counteract disempowerment frequently experienced in education, in 2001 the authors initiated a "Problem Solution Project" (PSP) in the second year a two-year urban certification and Master's program. The PSP, designed to promote empowerment of first-year urban teachers and their students, involves both service learning. In 2004, the authors…

Teacher knowledge, the sources of that knowledge, and the day-to-day use of that knowledge have become focal points of contemporary research on teacher education. As this body of research has found, a teacher's knowledge base and her subsequent practice is a composite of her beliefs and identities (Britzman, 2003), experiences (Lortie, 1975),…

Research has suggested that mainstream teachers, and the institutions they work for, are often disconnected from the language, culture, and approaches to learning that facilitate Native students' achievement in school (Deyhle & Swisher, 1997; Klug & Hall, 2002; Lomawaima, 2001; Pewewardy, 2002; Reyhner & Jacobs, 2002; Tharp, 2006).…

In response to the increasing diversity in American public schools and concerns over inequities in opportunity and achievement, many teacher education programs are infusing multicultural topics and coursework into their programs (Akiba, 2011; Hollins & Guzman, 2005). While some programs utilize what O'Grady (2000) called the Human Relations…

The author recounts and analyzes her experiences to incorporate a liberatory practice into a public school setting. The article is comprised of excerpts from a seminar paper she wrote in December of 2001, at the conclusion of her first semester of teaching, interspersed with commentary written from her present perspective. In the sections from the…

The authors examine the limitations of critical pedagogy, as commonly conceptualized in U.S. multicultural and social foundations fields. What the authors have concluded is that there is a definite need to re-invent critical pedagogy for its implementation in the more privileged spaces of U.S. teacher education programs. In order for critical…