ABSTRACT
In this chapter the author discusses the difficult and unsettling contexts in which educators and curriculum scholars expect beginning teachers to become agents of change. He first describes a number of teaching contexts in which a small but vocal group of teacher education students who are resistant to the pedagogical and ideological change necessary to teach for diversity challenge the instructor. He then describes how their resistance can domesticate professors’ efforts toward critical awareness by way of negative course evaluations and overt resistance to finishing course assignments offering manifestation of this domestication phenomenon that include a sense of unpreparedness, entitlement, and irrelevance. The author calls for increased emphasis on student voice, curriculum integration, faculty and teacher education student dialogues on accountability issues, and faculty dialogues on the ways domestication impacts parent–teacher processes.
