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2018
Volume 57, Issue 1
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

Teacher educators who are committed to antiracist and anti-oppressive work are faced with challenges when confronted with future teachers who do not share these values. This reflective essay explores the story of a new teacher educator committed to social justice work who must work with a teacher candidate who openly contested discussions of institutional racism, gender inclusivity, and the “liberal” agenda yet was evaluated by the student teaching assessment form as a proficient teacher.

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/content/journals/10.58680/ee202457166
2024-10-01
2025-06-21
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