Journal for Multicultural Education: Volume 16 Issue 3

Guest editorial: Racial justice reform must start in schools of education

Rabab Abi-Hanna, Immaculee Harushimana, Gillian Bayne

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

CarolAnn Daniel

This paper argues that to preserve black lives, teacher educators and teacher candidates need to develop a decolonial lens. A decolonial lens can provide clarity in understanding…

Preparing educators who save lives: what can US schools of education do?

Immaculee Harushimana

Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The…

Teachers should be humanitarians first

Phyllis Geneva Bivins-Hudson

The purpose of this paper is to share one teacher's experiences about her students in an academic system, which does not provide equality and/or equity for students of color. It…

Linguistic imperialism: countering anti Black racism in world language teacher preparation

Tasha Austin

This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were…

Going beyond anti-racist pedagogical practices: co-constructing a pro-Black classroom

Siettah Parks, Jordan Bell, Sydoni Ellwood, Sherry L. Deckman

The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue…

Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context

Kathomi Gatwiri, Virginia Mapedzahama

On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming…

Special issue: R.E.F.O.R.M. Café: conversation as action at a historically Black college and university

Kristine M. Fleming, Kenya N. Washington Johnson, Maria U. Okeke

The purpose of this study is to share the experience of delivering a culturally responsive teaching program, the R.E.F.O.R.M. Café, at a historically Black college and university…

Preparing antiracist educators through transformative teacher education

Jennifer H. Waddell, Bradley Poos, Loyce E. Caruthers

This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program…