ABSTRACT
The growing diversity in schools necessitates a more robust understanding of culture. To disregard its salience only widens opportunity gaps in education. Research has suggested that to disrupt racial disparities in academic and behavioral outcomes, teacher education programs must encourage the integration of culturally responsive practices across the curriculum to effectively prepare preservice teachers to successfully engage diverse students. In this chapter, we specifically address how teacher educators, who provide classroom management instruction, can navigate critical discourse around restorative discipline, culturally responsive positive behavioral interventions and supports (CRPBIS), mindfulness, and anti-racism to provide preservice teachers with the competencies needed to reimagine classroom management practices and transform inequitable systems and structures within schools.
