ABSTRACT
Many critically conscious teachers and teachers of Color leave the K-12 classroom to pursue careers as teacher educators. Too often, however, they find themselves disappointed with the racial hostility they are faced with when they eventually take on positions at their respective institutions. This disappointment seems daunting and many of these teacher educators remain passive as they wait to presumably transform these spaces when they secure tenure, or a critical mass of like-minded, anti-oppressive colleagues somehow increases. Not applying theory to practice, critically conscious educators and teacher educators – even if from racially subjugated or working class backgrounds – too often anchor their worldview on the theory. The majority of faculty in Teacher Education Department (TED) named the supposed lack of collegiality practiced by Urban Education and Social Justice (UESJ) students as hostile, harmful, and unwarranted. The institutional space was oppositional to discussions about social transformation, and progressive educational policy and practice.
