In this edited book sponsored by the ATE Diversity Committee, we invited teacher educators to engage in critical dialogue and reflection around theories, issues, complexities, and challenges of antiracist teacher education and to exchange critical ideas and theory/research-informed practices for preparing antiracist teachers. The audience for this book are teacher educators in all disciplinary areas and at all levels. It is also intended for administrators and policy makers leading teacher education programs at national or state levels. In light of the racial injustice and tension the country has witnessed and experienced recently, achieving racial justice is at the front and center of numerous conversations in schools, the workplace, and communities around the country. There is an urgent need for teacher educators to support the cause. This book is a direct response to such a call and is timely and much needed.

Gilda Martinez-Alba, EdD, is the Assistant Dean in the College of Education at Towson University. She focuses her scholarship and service initiatives on diversity, equity, and inclusion with accessible actions, such as asset-based literacy instruction for multilingual learners integrating technology and social-emotional learning as well as advocating for underrepresented students in the field of education.

Luis Javier Pentón Herrera, PhD, is Assistant Professor at the University of Warsaw, and a Coordinator of the Graduate TESOL Certificate at The George Washington University.His scholarship revolves around topics related to antiracism, such as indigenous epistemologies and decolonizing research methodologies.

Afra Ahmed Hersi, PhD, is the Interim Dean of the School of Education at Loyola University Maryland and Professor in Literacy Teacher Education. She has published research in the areas of immigration and education, literacy, language development for bilingual learners, culturally and linguistically responsive practice, and teacher education.

Acknowledgements

Introduction

Grounding Antiracism and Guiding Educators Beginning with Self by Nancy P. GallavanSituating the Self in Context: Co-Teaching to Prepare Antiracist Teachers to Teach in Urban Settingsby Laura Renzi and Matthew Kruger-RossL.I.S.T.E.N. Up: Anti-racist/Anti-bias Orientations in Teacher Educationby Danné E. Davis and Sumi HagiwaraDiversity, Equity, and Inclusion Matter: Preparing Teacher Candidates to Become Activist Educatorsby Benita R. Brooks, Ramona Pittman, Jaime Coyne, Tori Hollas, and Mae LaneMaking Space for Critical Thought Amidst State Prohibitions: Critical Race Theory as a Framework to Inform Course Design and Student Learning Objectivesby Marisol Diaz, Sarah M. Straub, Brian Uriegas, and Tonya JeffreyCross-Pollinating Teacher Preparation: Anti-Racist Inclusive Lesson Planning in Writers Workshopby Amy Tondreau, Laurie Rabinowitz, and Zachary BarnesA Curriculum of Accomplicity: Foundations, Concepts and Actions for Justice Work in Educationby Morna McDermott McNultyCombating Anti-Asian Bias by Developing Intercultural Maturity through a Short-Term Study Abroad Program in Chinaby Ashley Lucas and Xiaoming Liu

About the Editors