ABSTRACT
This chapter explores the identification and construction of a social justice teacher educator identity through a community of learners. It has been suggested that teacher educators develop their knowledge of a pedagogy of teacher education through undertaking two activities: reflecting on their own practice and researching their own practice Through a narrative approach and storytelling, we discuss: (i) The complexity in understanding/uncovering our social justice teacher educator identity as an ever-evolving process; and (ii) Recognizing privilege as a shaping factor in different forms in social justice teacher educator identity. The community element of this research heightens the importance when one considers the necessity of a teacher education program (and not solely through individual teacher educators’ practice) reflecting the way in which a pedagogy of teacher education is inherently intended to shape teacher education.
