ABSTRACT
In Kevin Kumashiro search for a theoretical framework that could help him imagine the restructured teacher education, he came across writings in Buddhism, especially an activist strand of Buddhism known as socially engaged Buddhism. Practitioners of activist strand of Buddhism apply their religion when addressing social, political, economic, and ecological problems, taking to heart the urgings of Vietnamese Buddhist monk Thich Nhat Hanh to engage in or practice Buddhist teachings in everyone's daily lives. Buddhism provides neither one answer, nor the answer, to the question of how to restructure teacher education. As teacher educators, the process of troubling the foundations of becoming a teacher can be similarly discomforting when people find themselves departing from commonsensical discourses of what it means to prepare teachers to teach. The insights of Nhat Hanh invite me to imagine very different approaches to teacher education. In both oppressive and liberating spaces, during times of contradiction, tension, and discomfort, healing is a possibility.
