Abstract
The third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies (Standards) challenge us to envision what “a more holistic, inclusive and intellectually challenging approach to preparing educators” might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the Standards and explores why collaborative relationships between teacher education and social foundations matter. Given the current political and social climate surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box.
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