“My job is to unsettle folks”: Perspectives on a praxis toward racial justice

Abstract

Using phenomenographic case study, this article explores antiracist teacher education praxis through the perspectives of student-nominated faculty. I theorize four concrete practices that serve to move teacher education pedagogy closer to active antiracism: 1) model vulnerability; 2) shift agency; 3) build community; and 4) pose questions. These practices are further explicated and understood as existing at the root of humanization and criticality. I ultimately argue that teacher education must be a project in humanization in order to be truly antiracist, and that teacher preparation programs must be grounded in critical race theories. Implications for future research are also discussed.