Theory Into Practice

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Toward Shared Commitments for Teacher

Education: Transformative Justice as an Ethical
Imperative

Mariana Souto-Manning & Lawrence “Torry” Winn

To cite this article: Mariana Souto-Manning & Lawrence “Torry” Winn (2019) Toward Shared
Commitments for Teacher Education: Transformative Justice as an Ethical Imperative, Theory
Into Practice, 58:4, 308-317, DOI: 10.1080/00405841.2019.1626619

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Theory Into Practice, 58:308–317, 2019
Copyright © The College of Education and Human Ecology, The Ohio State University
ISSN: 0040-5841 print/1543-0421 online
DOI: https://doi.org/10.1080/00405841.2019.1626619
Mariana Souto-Manning
Lawrence “Torry” Winn
Toward Shared Commitments for
Teacher Education: Transformative
Justice as an Ethical Imperative
In this article, we assert that it is our responsibility
as teacher educators to commit to fostering justice
and equity in and through teacher education as an
imperative. To document ingrained injustices
across time and space, we engaged in critically
reading the landscape of teacher education in the
US, guided by the questions: What are the respon-
sibilities and commitments of teacher education as
a field? and How can teacher education become
Mariana Souto-Manning is Professor of Early
Childhood Education and Teacher Education at
Teachers College, Columbia University. Lawrence
“Torry” Winn is an Assistant Professor of Teaching
in Education in the School of Education at the
University of California, Davis.
Correspondence should be addressed to Mariana Souto-
Manning, Teachers College, Department of Curriculum &
Teaching, Columbia University, 525 West 120th St, Box
31, New York, NY 10027. E-mail: Souto-Manning@tc.
columbia.edu
This article has been republished with minor
changes. These changes do not impact the academic
content of the article.
308
answerable to the communities it serves? Seeking
to redress how justice and answerability have
been peripherally positioned in and by teacher
education, we propose shared commitments
grounded in transformative justice to ensure that
teacher education commits to interrupting its role
in the re-production of inequities. We thus argue
that such shared commitments have the potential
to forge a path toward equity.
W hat are the responsibilities and commitments
of teacher education as a field? How can
teacher education become answerable to the com-
munities it serves? In this article, we argue that it is
our responsibility as teacher educators to commit to
fostering justice and equity as an imperative.
Employing Freire’s (1970) approach to reading
and transforming words and worlds, we engage in
critically reading the landscape of teacher education
in the United States and explore how justice and
answerability have been peripherally positioned in
and by teacher education (Philip et al., 2018; Souto-
Manning, 2019b; Souto-Manning & Martell, 2019).
There is overwhelming evidence that pervasive
and persistent patterns of mis-education, inequity,
injustice, and educational malpractice continue to
Souto-Manning and Winn
harm Black, Brown, and Indigenous students
throughout the US (e.g., Au, Brown, & Calderón,
2016; Woodson, 1933). Thus, rather than the “clear
and consistent definition of terms” (Cochran-Smith
& Zeichner, 2005, p. 32) recommended by the
American Educational Research Association
Panel on Research and Teacher Education, we
propose shared commitments grounded in transfor-
mative justice to ensure that teacher education
programs and teacher educators commit to inter-
rupting an unjust status quo. We argue that these
shared commitments have the potential to offer
teacher educators, teachers, students, and families
a path toward equity and justice, as well as oppor-
tunities for teacher educators to redress historical
and current harm that continues to impact commu-
nities of color.
Critically Reading The Landscape of Teacher
Education
As we began critically reading the literature
related to the field of teacher education, we inten-
tionally attended to how communities of color
have been historically situated. Our review (re)
affirmed that teacher education is a field character-
ized by overwhelming Whiteness (Sleeter, 2001,
2017); it unveiled how teacher education programs
and practices continue to marginalize the long
histories and rich legacies of communities of
color, being “implicated in the re-production of
racial inequities” (Souto-Manning, 2019a, p. 97).
Patterns we identified in the literature include tea-
cher education’s (1) epistemological
Eurocentrism, which marginalizes intersectionally
minoritized1 communities of color; and (2)
1
We employ the term “intersectionally minoritized” instead
of “minority” because “[a]s a characterization of people, ‘min-
ority’ is stigmatizing and often numerically inaccurate….
‘Minoritized’ more accurately conveys the power relations
and processes by which certain groups are socially, economic-
ally, and politically marginalized within the larger society”
(McCarty, 2002, p. xv). Combining minoritized with “intersec-
tional” acknowledges “prejudice stemming from the intersec-
tions of racist ideas and other forms of bigotry, such as sexism,
classism, ethnocentrism, and homophobia” (Kendi, 2016, p. 5).
Toward Shared Commitments for Teacher Education
dismissal of pedagogical practices emanating
from the education of communities of color. To
be sure, in teacher education, people of color are
“positioned as objects while [being] ignored as
subjects” (Montecinos, 2004, p. 167). The ready
response to discussions about the need to transform
teacher education continues to be some variant of
“hire more educators of color” or “get more stu-
dents of color into teacher education programs”
(Gay & Howard, 2000). Yet these responses dis-
regard the 2 key features of teacher education that
our review highlighted as problematic norms per-
petuating injustice and re-producing racism in and
through teacher education.
We found that teacher education’s episte-
mological Eurocentrism is visible in its struc-
tures, programs, and content, as well as the
demographics of faculty and students. Milner,
Pearman, and McGee (2013) similarly veri-
fied that “the curriculum of teacher education
mirrors, in many ways, the P–12 curriculum
in that it is Eurocentric and White domi-
nated” (p. 346). Eurocentrism reflects
a tendency to interpret the world according
to dominant European values and experi-
ences, centering Whiteness (Ladson-Billings,
2000) and imposing “Eurocentric realities as
universal, i.e., that which is white is pre-
sented as applied to the human condition in
general, while that which is non-white is
viewed as group-specific and therefore not
human” (Asante, 1991, p. 172). Such an epis-
temological orientation devalues the experi-
ences of communities of color and excludes
the experiences of teachers of color (Kohli,
2009). Though we noticed that much of the
literature calls for the recruitment of more
teachers of color, such narratives blame indi-
viduals and communities of color for not
entering the teaching profession, an ahistoric
but common perspective (Achinstein, Ogawa,
Sexton, & Freitas, 2010; Cochran-Smith &
Zeichner, 2005; Dillard, 1994; Kohli, 2009;
Villegas, Strom, & Lucas, 2012). Siddle
Walker (1996) has shown that such
a consistent narrative thread tenaciously ren-
ders invisible the history of Black schools
309
Toward a Transformative Justice Teacher Education Agenda
and Black educators in the US, for example,
and their multiple contributions to the Civil
Rights movement and to democracy itself.
Critical Pedagogy As Conceptual Framework,
Critical Cycle As Analytical Framework
As we sought to problematize the landscape of
teacher education briefly outlined in the previous
section, we engaged with critical pedagogy, under-
standing “that every dimension of schooling and
every form of educational practice are politically
contested spaces” (Kincheloe, 2005, p. 2). Critical
pedagogy is predicated on the understanding that
as educators we can either maintain the status quo
or work toward transformation. The belief that
education is inherently political, the centering of
first-hand experiences and knowledges, the prac-
tice of reading the word and world while problem
posing and problem solving, and the stance of
educators as learners of oppressed and minoritized
communities are foundational to critical pedagogy
(Freire, 1970; Kincheloe, 2005; Souto-Manning,
2010, 2019a).
Analytically, we used a critical cycle
approach (Freire, 1970; Souto-Manning, 2010,
2019a) as we sought to move from naming injus-
tices in the landscape of teacher education and
development to fostering transformative commit-
ments and actions. Specifically, through
a thematic investigation (our literature review),
we identified generative themes (teacher educa-
tion’s Eurocentrism and dismissal of the experi-
ences and educational legacies of communities
of color). Rather than accepting generative
themes as unchangeable realities, we engage in
problematizing them. Our problem-posing pro-
cess included reading and critically analyzing
literature related to the topics of: professional
ethics (e.g., National Association for the
Education of Young Children (NAEYC), 2011;
Smith, 2012; Tuck, 2009; Villegas, 2007), criti-
cal race and Afrocentric epistemologies (e.g.,
Asante, 1991; Ladson-Billings, 2000; Milner
et al., 2013), the history of Black schools and
schooling in the US (e.g., Foster, 1997; Siddle
310
Walker, 1996; Woodson, 1933), centering inter-
sectionally minoritized communities in and
through teaching (e.g., Au et al., 2016; Dillard,
1994; Kohli, 2009; Souto-Manning & Rabadi-
Raol, 2018), and restorative justice in teacher
education (e.g., Winn, 2013, 2018). Putting
these issues into dialogue with each other, we
engaged in problem solving and ultimately iden-
tified shared commitments with the potential to
transform teacher educators—who can then
transform teacher education.
Shared Commitments As Relational
Expectations
In law and medical schools throughout the
US, students recite professional oaths prior to
entering their respective occupations. These
pledges commit future attorneys and physicians
to perform and act with the highest integrity and
utmost honesty. Physicians promise to treat those
who are sick to the best of their abilities, protect
patient privacy, share knowledge and informa-
tion with the next generation, and treat patients
as humans rather than charts and data. Given the
prevalent and consistent mis-education, racial
inequities, injustices and educational malpractice
harming intersectionally minoritized Black,
Brown, and Indigenous students (Hutt & Tang,
2013; Souto-Manning & Winn, 2017),
a professional oath for educators feels urgent
and long-overdue.
That said, a professional oath for the nation’s
3.6+ million teachers would be a lengthy process
entailing negotiations, concessions, and reconci-
liation by teacher education programs, teacher
unions, school districts, and professional associa-
tions. Further, a top-down mandated professional
oath might (whether intentionally or unintention-
ally) further silence or marginalize the voices
and perspectives of intersectionally minoritized
communities, families, and students. Finally, if
such an oath is conceptualized in a way that
reflects the current orientations and commit-
ments of teaching and teacher education as pro-
fessions, it is unlikely to address the injustices
Souto-Manning and Winn Toward Shared Commitments for Teacher Education

experienced by millions of intersectionally min- Suspend Harm As An Ethical Imperative

oritized students of color and may instead serve
Teacher education has historically inflicted
as a veneer of integrity which masks the residue
damage onto communities of color, and thus, as
of White superiority and colonialism currently
teacher educators committed to justice, we must
covering classrooms and schools, curricula and
“hold those in power accountable for their
teaching.
oppression” (Tuck, 2009, p. 409). By sponsoring
We thus propose that teacher educators
inferiority and deficit paradigm views of children
consider the shared commitments identified
and youth of color (Goodwin, Cheruvu, &
in this article; these commitments aim to
Genishi, 2008; Kendi, 2016), those who prepare
guide teacher educators toward reconceptua-
and educate teachers have either intentionally or
lizing their own roles, priorities, and practices
inadvertently caused psychological and emo-
—individually and collectively. Beyond the
tional harm to students and their families and
personal, one-directional aspirations of the
communities. Through their teaching, teacher
proposed professional oath, shared commit-
educators have often communicated to pre-
ments also offer teacher educators
service teachers messages that reflect their expli-
a framework of core beliefs based in rela-
cit and/or implicit beliefs that children of color
tional expectations. We believe that teacher
are not as good or as capable as White children,
educators who embrace these shared commit-
instead of imparting “respect, honor, integrity,
ments can better prepare pre-service teachers,
resource sharing, and a deep belief in the possi-
support the development of in-service tea-
bility of transcendence” (Gay, 2000, p. 52). To
chers, and transform teacher education in
suspend historical cycles of harm that continue
ways that open up respectful, equity- and
to evolve and persist, we call on teacher educa-
justice-oriented dialogue with (and with
tors to commit to suspending harm as an ethical
respect to) intersectionally minoritized people
imperative.
of color. Our belief is grounded in the under-
We draw on the Code of ethical conduct and
standing that naming and problematizing
statement of commitment issued by the National
issues of injustice are necessary aspects of,
Association for the Education of Young Children
and pre-requisites for, movement building
(2011), which states as a first principle: “Above all,
and transformation.
we shall not harm children. We shall not participate
in practices that are emotionally damaging, physi-
cally harmful, disrespectful, degrading, dangerous,
exploitative, or intimidating to children. This princi-
Shared Commitments
ple has precedence over all others” (p. 3). In this
vein, we seek “to institute a moratorium on damage-
Shared commitments are needed to ensure centered” teacher education (Tuck, 2009, p. 409)
that teacher educators (and, by extension, teacher
and to reformulate policies, practices, and pedago-
education) can reflect on and commit to the gies that re-produce racism and entangled forms of
active pursuit of transformative justice and to bigotry (Beard, 2018; Kendi, 2016; Souto-Manning,
establish the norm of answerability to intersec-
2019a).
tionally-minoritized and historically-oppressed The moratorium lens and approach we describe is
students and communities of color (Ellis, Souto- rooted in the “ethical dimension of teaching [which]
Manning, & Turvey, 2019; Philip et al., 2018).
makes issues of social justice legitimate terrain” for
We thus propose that teacher educators com- teacher education (Villegas, 2007, p. 371). The his-
mitted to interrupting injustice and fostering jus- tory of people of color is rife with harm; as such,
tice must individually and collectively: cycles of harm must be intentionally disrupted.

311
Toward a Transformative Justice Teacher Education Agenda
Those who prepare teachers must inflict neither
direct nor indirect harm on students of color; this is
a non-negotiable commitment and an ethical respon-
sibility to students, families, and communities of
color.
Interrupt Teacher Education’s Eurocentrism
And Move Toward a New Epistemology of
Teacher Education
Recognizing that teacher education is inher-
ently Eurocentric and overwhelmingly White
(Sleeter, 2001), we propose a shared commit-
ment for the profession of teacher education
that involves rooting the work of teacher educa-
tion in ontologies and epistemologies of people
of color. After all, “the concept of epistemology
is more than a ‘way of knowing.’ An epistemol-
ogy is a ‘system of knowing’ … intimately
linked to worldview” (Ladson-Billings, 2000,
pp. 257–258). As Sleeter (2017) has shown, the
“[c]urricular content of teacher education pro-
grams tends to reflect White sensibilities …
[and] teacher educators tend to focus on the
emotional needs of White students rather than
those of students of color” (pp. 158–159). This
norm is exacerbated and reinforced by state-level
teacher “certification policies [that] specify what
teachers should know in disciplinary content
areas, often reinforcing Eurocentric knowledge”
(p. 160).
Teacher education content and certification
requirements sanction Eurocentrism as a precondi-
tion for becoming a teacher. As Sleeter (2017) has
shown, Eurocentrism is maintained in teacher edu-
cation through “the racial composition of teacher
education faculty, the content of teacher education
curricula, and the relationships between teacher edu-
cation and the rest of the university” (pp. 157–158).
To interrupt teacher education’s entrenched
Eurocentrism, we need a “new epistemology for
teacher education [that] will create expanded learn-
ing opportunities for prospective teachers that will
better prepare them to be successful in enacting
complex teaching practices” (Zeichner, 2010, p. 89).
Departing from deeply entrenched
Eurocentrism will be a process; “developing
312
a worldview that differs from the dominant world-
view requires active intellectual work on the part of
the knower, because schools, society, and the
structure and the production of knowledge are
designed to create individuals who internalize the
dominant worldview” (Ladson-Billings, 2000,
p. 258). Such a shift also requires awareness that
“race is grossly under-theorized in teacher educa-
tion” (Milner et al., 2013, p. 339). Interrupting
Eurocentric epistemologies and moving in alterna-
tive epistemological directions will require that
teacher educators center intersectionally minori-
tized individuals and communities of color in and
through teacher education structures, content, pro-
grams, and demographics, as a matter of justice
(e.g., Souto-Manning, 2019a; Souto-Manning &
Martell, 2019).
Center Intersectionally Minoritized
Communities of Color
The master narrative of teacher education per-
vasively centers Whiteness, and thereby margin-
alizes and authors injustices toward communities
of color. After all, “the experiences of people of
color were precariously absent or, if included, pre-
sented in a way that maintained Whiteness” in
teacher education (Au et al., 2016, p. 2). One case
in point is that the education of Black teachers in
the South is often omitted from the (White) history
of teacher education. To suspend harm and inter-
rupt Eurocentrism, teacher educators must center
intersectionally minoritized communities of color
in and through teacher education. This requires
recognizing how the values, voices, and experi-
ences of communities of color have been margin-
alized, and deliberately working to move them
from margin to center (hooks, 1984).
Rather than position individuals and commu-
nities of color pathologically, the rich legacies
and assets of communities of color must be
recognized, leveraged, and cultivated in and
through teacher education programs, structures,
and practices. Teacher education must reposition
and embed the developments, histories, and
knowledges of people of color within what is
deemed “normal” in teacher education, rather
Souto-Manning and Winn
than situate this information and these resources
as exceptions—or relegate such teaching, learn-
ing, and idea-sharing to one or two courses in
teacher education programs (Sleeter, 2017). This
entails the intentional and deliberate (re)position-
ing of “students of color in the space of normal-
ity in our teacher education programs” (Ladson-
Billings, 2017, p. 155). This also means that
teacher educators must work to catalyze
a seismic shift in the current demographic land-
scape. Although nearly 80% of teacher educators
and 82% of teachers in elementary and second-
ary public school classrooms in the US are
White, less than 50% of K-12 public school
students are White (NCES, 2017; Milner et al.,
2013; U.S. Department of Education, 2016).
Centering intersectionally minoritized com-
munities of color requires abolishing racist edu-
cational concepts and constructs, and must
include a shift toward seeing schools that serve
children of color as “good placements” for stu-
dent teachers and preparing pre-service teachers
to witness and cultivate the brilliance of children
of color (e.g. Souto-Manning, 2019a). It also
means redefining what counts as quality and
success, centering the values and priorities of
communities of color. In sum, interrupting tea-
cher education’s implication in the re-production
of injustice will require transformation of pro-
grammatic structures, curricula, partnerships,
relationships, and demographics in ways that
honor the experiences, voices, values, and prio-
rities of intersectionally minoritized commu-
nities of color.
Reclaim Education’s Democratic Aims By
Learning From the History of Black Schools
We propose that we teacher educators need to
learn from the power of Black segregated
schools’ transformative and democratic commit-
ments (Siddle Walker, 1996), which were foun-
dational to the US Civil Rights movement. It is
from the powerful—albeit often ignored and
invisiblized—history, commitments, and prac-
tices of segregated Black schools in the South
Toward Shared Commitments for Teacher Education
documented by Siddle Walker, Foster (1997),
and other researchers that we seek to reclaim
those aims. The transformative and democratic
commitments of Black segregated schools were
grounded in educating the “whole child” and
“every child” to be an engaged, productive citi-
zen living in a racially hostile society. As Siddle
Walker (1996) detailed, educators such as the
principal and teachers of Casewell County
Training School (CCTS) ensured that every stu-
dent not only received high-quality, rigorous
instruction, but also had the opportunity to
engage in extracurricular activities. Principal
Dillard stated, “It is the business of the school
to organize and administer the extracurricular
activities program so that every student will
have a favorable chance to participate under the
most wholesome conditions” (p. 107). Even as
CCTS students participated in debate, science
club, orchestra, journalism, and honor society,
educating the “whole child” and “every child”
also required teachers to cultivate relationships
with and learn from the families and commu-
nities of the students they taught. Teachers fre-
quently visited local churches, grocery stores,
and students’ homes to learn more about the
places and people to which the children and
youth they taught belonged. Regarding families
and community members as essential to the edu-
cational success of their students allowed these
educators to ensure that every child reached
“their highest potential” (p. 141).
As teacher educators, we have much to learn
from the teachers of Black segregated schools
and Black Independent Schools (Rickford,
2016) about how to successfully teach students
of color. We must commit to preparing teachers
to educate the “whole child” and “every child”
so that teachers and students alike can reach their
highest potential. We must prepare teachers to
teach in ways that ensure that intersectionally
minoritized children and youth of color are “trea-
ted human” and “treated right” (Siddle Walker,
1996, p. 150). Such an approach allows and
requires educators to acknowledge, leverage,
and build on the diverse opinions, experiences,
identities, and histories represented within their
313
Toward a Transformative Justice Teacher Education Agenda
classrooms; this necessarily includes the history
of Black schools and experiences afforded by
Afrocentric pedagogies.
Foster Teacher Education As a Site For
Restorative Justice
The history of Black segregated schools sug-
gests that cultivating relationships between tea-
chers, students, families, and communities helps
establish a culture of trust, understanding, and com-
passion. Reminiscent of the racial hostilities, over-
policing of communities of color, and divisive
racial politics from the 1930s to the 1970s, the
political and social climate today continues to
prove that history, race, justice, and language all
matter in teaching transformatively (Winn, 2018).
Teacher educators must acknowledge that schools
have been sites of educational malpractice, harm,
and mis-education for students of color, and that
generations of indoctrination through the default
frameworks of colonization and White superiority
continue to socially and politically damage com-
munities of color. Viewing education through
a restorative justice lens, teacher educators can
prepare teachers to circle back and re-imagine,
recreate, and re-commit to the “whole child” and
to “every child.”
To foster restorative justice in teacher edu-
cation, Winn (2018) argues that teacher edu-
cators must engage in a fundamental paradigm
shift to replace mainstream views about jus-
tice, education, relationships, and the purpose
of schooling. “Restorative justice is founded
on a worldview that affirms our participation
in a vast web of interrelatedness. … The pur-
pose of [restorative justice] is to repair the
harm caused to the whole of the web, restor-
ing relationships to move into a brighter
future” (Davis, 2016). Using an approach
that builds trust, support, and compassion,
restorative and transformative teacher educa-
tion seeks to build community by acknowl-
edging the diverse identities, histories,
stories, joys, and pains of its members
(Winn, 2013, 2018). In these rediscovered
spaces, teacher educators can foster pre-
314
service teachers’ highest potential to educate
for justice, supporting them in developing the
pedagogies and ideological clarity that will
allow them to establish classrooms where stu-
dents’ highest potential can be cultivated,
supported, and realized. It is in this vein that
restorative justice must be undertaken as
a shared commitment of teacher educators.
Conclusion
As we seek to center justice and equity and (re)
claim teacher education as a profession, we see the
identified shared commitments not only as a need,
but as an imperative. Although we are aware that
these are not exclusive commitments, we regard
them as foundational. After all, teacher education
must become answerable to intersectionally minor-
itized communities of color. We thus invite you to
reflect on and engage with these shared commit-
ments, which we believe have the potential to trans-
form teacher educators, individually and
collectively. We must transform ourselves, so we
can transform what we do. It is, after all, teacher
educators who can transform teacher education from
the inside—in responsible, principled, and ethical
ways. Only then can we commit to transformative
justice in teacher education; not as an option, but as
an imperative.
Disclosure statement
No potential conflict of interest was reported
by the authors.
Funding
This work was supported by the Spencer
Foundation (Award 201700096).
ORCID
Mariana Souto-Manning http://orcid.org/
0000-0002-4825-2210
Souto-Manning and Winn
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Additional Resources
1. Haddix, M. M. (2017). Diversifying
teaching and teacher education: Beyond
rhetoric and toward real change. Journal of
Literacy Research, 49, 141–149. https://doi.
org/10.1177/1086296X16683422
After reflecting on her own experience of
never having a teacher who looked like her or
who shared her cultural heritage “outside of the
Black women educators” in her family (Haddix,
2017, p. 141), in this article Marcelle Haddix
critically analyzes new teacher diversity initia-
tives and problematizes the call for more tea-
chers of color. As she examines the historical
conditions that influence the presence (and the
absence) of teachers of color, she addresses
important questions and offers an “agenda
toward change” (p. 145).
2. Sleeter, C. E. (2017). Critical race theory
and the whiteness of teacher education. Urban
Education, 52, 155–169. https://doi.org/10.
1177/0042085916668957
In this article, Christine Sleeter uses three
tenets of critical race theory to critique the com-
mon pattern of teacher education focusing on
preparing predominantly White teacher candi-
dates to work with racially and ethnically diverse
Toward Shared Commitments for Teacher Education
students. Specifically engaging with “the tenets of
interest convergence, the myth of neutrality and
color blindness, and experiential knowledge,” she
parses “out various ways in which Whiteness is
deeply embedded in systems of teacher educa-
tion” (p. 165). In doing so, she argues that much
about teacher education needs to be changed.
3. Souto-Manning, M. (2019). Toward praxi-
cally-just transformations: Interrupting racism
in teacher education. Journal of Education for
Teaching, 45, 97–113. https://doi.org/10.1080/
02607476.2019.1550608
In this mixed methods study, through learn-
ings from a survey of US university-based tea-
cher educators who constructed student teaching
placements in schools serving students of color
as problems, Mariana Souto-Manning unveils
how the concept of quality cloaks the re-
production of racism in and through teacher edu-
cation. Seeking to address how teacher education
is implicated in the re-production of racial
inequities, as a teacher educator, Souto-
Manning partnered with teachers in the most
segregated public school district in the US to
transform student teaching. Findings from this
study shed light on the power and possibility of
Freirean culture circles for transforming teacher
education.
317