Background: Social movement scholarship tends to focus on macro-level processes of movement emergence, overlooking the day-to-day groundwork of marginalized social movement actors who contribute to and sustain large-scale action. Contributing to this gap in literature, we develop the construct of "pedagogies of organizing" to illuminate…

There is a near unanimity among researchers and practitioners about the need to recruit and retain more teachers of color. Diversification of the teaching ranks has clear benefits. This brief contends that the push for diversifying the teaching force must be scrutinized within the context of larger patterns and structures of racial injustice, and…

Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our…

There is a growing recognition in teacher education that in order to work toward a more equitable and just society, programs of teacher education must explicitly engage with the political commitments of teachers and teacher educators (Cochran-Smith, 2005). They must prepare prospective teachers to address "societal structures that perpetuate…