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Abstract

This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.

Response to Article

Özlem Sensoy and Robin DiAngelo, Respect Differences? Challenging the Common Guidelines in Social Justice Education