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Abstract

This article explores the theory-practice divide with respect to actualizing how diversity and inclusion can be explicitly addressed in schools. This paper contributes important insights for teacher educators in terms of recognizing and challenging problematic assumptions teacher candidates (TCs) may hold. This research presses TCs to examine the structure of schools through a critical lens, as teachers, particularly those from the dominant group, tend to act in surface ways, avoiding conflict by using seemingly inclusive language and ideas, and either ignoring or not seeing the real challenges many historically marginalized students face. The assignment upon which this study was based was designed to make explicit and transparent the relationship between equity education and social justice action by generating targeted possibilities for classroom practice. TCs were asked to design and deliver anti-oppression lessons in a K-6 school and subsequently reflect on the experience. To gain insight into TCs’ perceptions, their reflections were coded in terms of evidence of dysconsciousness and evasiveness, as well as critical consciousness.

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