ABSTRACT
This chapter analyses and reflects the self-study and action research approach to teaching practice. It highlights personal classroom-based narratives from a teacher education program in New York State. This teacher education program serves both the city and suburban schools and students are engaged in observations and student teaching in high needs districts. Faculty members inculcate unofficial lessons about power and privilege throughout the program in order to develop a sense of normalcy and urgency about such discourse. Efforts to embrace critical peace pedagogy and global citizenship again become the personal choice of faculty members to make these issues the foundation of their work and to require that their students are very much immersed within the critical lens of humanizing their pedagogy. The chapter narrates about pre-service math teacher utilized the Syrian refugee crisis to develop a math lesson that would simultaneously teach math facts and empathy for the struggle or refugees.
