Abstract
Many teacher education programs focus minimal attention on the ethical, political, social, and cultural dimensions of teaching. These four factors construct and sustain critical aspects of schooling for all children and are major barriers to the achievement ofparity in education for students commonly "marginalized" in the educative processes in school. All teacher educators shoulder the responsibility of helping prospective teachers become routinely reflective regarding moral and ethical issues that are often "conversations not had" and subsequently impair opportunities for many students of color to experience positive school outcomes.
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