In this edited book sponsored by the ATE Diversity Committee, we invited teacher educators to provide their stories from the field of education, related to antiracist instruction in teacher education. The stories took the form of narratives and counternarratives. The engaging ideas, activities, and suggestions throughout provide readers with much content to reflect on and apply in their teacher education classrooms and programs. Education advocates and policy makers would also be interested in hearing the perspectives of these educators, as they bring to light much information that is not clear through just the numbers or quantitative statistics. These in-depth rich descriptions provide high quality information that would be beneficial to educators in various settings and subject areas, as this is an antiracist teacher education is an issue that goes across all areas in education.

Enacting Anti-Racist and Activist Pedagogies in Teacher Education is a timely edited collection that examines the complexities, challenges, spaces of resistance, and possibilities when faculty—specifically Black, Indigenous, and racialized faculty—advocate and implement anti racism approaches and pedagogies in Canadian teacher education programs. Taking an explicitly critical anti-racist approach, the text challenges the pedagogical, curricular, structural, and institutional underpinnings in teacher education framed by whiteness. As a collective, the chapters explore how to disrupt white normalcy by dismantling the hierarchies in place and unpacking intersectionalities, positionalities, and knowledge production through transformative anti-racist pedagogies. Established and emerging academics, as well as field practitioners, present a holistic and nuanced understanding of anti-racism within the educational context and seek to reframe teacher education through resistance and activism, preparing teacher candidates as practitioners for anti-racist work with racialized students, families, and communities. Including key terms, discussion questions, and “toolbox” sections highlighting advice for pre-service K–12 teachers, this text is an essential resource for undergraduate and graduate students in teacher education.

Antiracist Research on K-12 Education and Teacher Preparation: Policy Making, Pedagogy, Curriculum, and Practices provides current research on anti-racist education in teacher education and K-12 education. This book intends to engage teachers and educators in general to discuss diversity topics such as racism and how to react in the larger picture of teaching in K-12 and in higher education with a focus on teacher preparation.

First published in 1993, this book attempts to provide a basic but challenging and rigorous introduction to the issues of inequality in teacher education affecting many of today’s societies. Education systems around the world, in common with much else, are undergoing radical change. In such times there are the almost inevitable casualties, in this case the fate of multicultural, multiracial, antiracist education. The authors argue that there is a need for teacher education to be responsive to the needs of a culturally and socially diverse society. It has become obvious that in spite of the vast amount of effort given to it over the last few decades, very little real progress has been made. By highlighting examples of good practices, this book demonstrates how they can be maintained and enhanced.

This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices.

Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.

This book combines theory, practice, and ethnography in an exploration of how teachers can fully implement diversity and antiracism as a foundation of their teaching approach. Kailin presents her curriculum, which has been influenced by many years of active involvement with parents and teachers in schools, along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others. Visit our website for sample chapters!

This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters. Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario López Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education. Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.

This book is an opportunity to both explore the concepts and theories that shape our current work as English educators and look ahead to new directions for the future of the field. It examines practices that illustrate the principles that guide English educators’ teaching of the English Language Arts Methods course. New directions for the future of the field are also explored. The book’s chapters include both practical enactments and theoretical examinations of teaching ELA methods courses. By including both theory and practice in the chapters, this book attends to current realities and potential futures of the field.