ABSTRACT
The recent murders of Breonna Taylor, George Floyd, Ahmaud Arbery, Rekia Boyd, and Antwon Rose, to name a few, have further ignited a rallying call for racial justice in teacher education. A CRT analysis of curriculum of teacher education allows researchers and those preparing and supporting them to reimagine what is taught, by whom, when, and for what purposes. Racial justice curriculum in teacher education means that courses and related learning experiences such as practica and student teaching center racism, white supremacy, and anti-Blackness throughout the teacher education learning experiences. A CRT analysis also allows people to critically interrogate demography trends in both teacher education as well as preK–12 environments. The literature is clear that Black teachers in particular offer powerful lessons about ways to meet and respond to the needs and genius of Black students, an essential aim of any serious teacher education program working towards racial justice and committed to disrupting structural, institutional, and systemic forms of inequity.
