ABSTRACT
In this chapter, the author began thinking about possibilities of solidarity in and through anti-oppressive praxis in preservice teacher education during his first post-doctoral teaching assignment at a faculty of education in Toronto, Canada. For Freire solidarity entails the acknowledgement of liberation as a collective project requiring dialogic teaching, learning, and critical consciousness of the ties that bind the oppressor and the oppressed together. Iman committed to participating actively in classroom discussion, compassionately interrupting and challenging oppressive discourses circulating among fellow candidates. As a teacher educator, the author has strived to serve children, youth, and families underserved or pushed out by the K-12 public educational system. A growing number of Ontario Catholic school boards are admitting students from all faith communities, and therefore candidates interested in Catholic education must be prepared to support students and families from all faith communities, including Muslims.
